GIFT  OF   . 


.<?. 


ENGLISH   HIGH    SCHOOL-HOUSE,   CORNER   OF   PINCKNEY 
.  AND   WEST  CENTRE   STREETS.       ERECTED   1824. 


jA  4 

imt-^entennial  Imriwraarg 


PJI, 


MAY    2,    1871. 


BOSTON: 

for  t^e  €nglis^f  f%|j  ^t^o 
1871. 


13 


* 

••     ,  •>„  j      o  -)  •     *  n 

••V     .V  s  :>'••. 


BOSTON: 

PRESS  OF  NATHAN   SAWYER  AND   SON, 
70  STATE   STREET. 


Ijiflli  §jchool 


At  a  meeting  held  at  the  School-house  in  Bedford  Street,  on  Monday 
evening,  May  15,  1871,  it  was 

Voted,  That  THOMAS  GAFFIELD,  CHARL'ES  M.  CUMSTON  and  WILLIAM 
H.  MORIARTY  be  a  committee  to  prepare  for  publication  a  Report  of  the 
Proceedings  of  the  Semi-Centennial  Celebration. 


TO 


THE    PAST    AND    PRESENT    TEACHERS,    PUPILS,    AND    FRIENDS 


ENGLISH     HIGH     SCHOOL, 


THE     SEMI-CENTENNIAL     CELEBRATION 


RESPECTFULLY    DEDICATED. 


SEMI-CENTENNIAL    ANNIVERSARY 


OF  THE 


ENGLISH    HIGH    SCHOOL. 


SEMI-CENTENNIAL   ANNIVERSARY 


ENGLISH    HIGH    SCHOOL 


The  lapse  of  fifty  years  since  the  foundation  of  the  English 
High  School  naturally  led  some  of  the  pupils  and  teachers  to 
think  of  the  most  appropriate  manner  of  celebrating  the  event. 
The  first  recorded  action  is  found  in  the  account  of  a  meeting  of 
the  Government  of  the  Association,  held  on  the  evening  of 
February  19,  1868,  at  the  house  of  the  President.  The  subject 
was  then  introduced  and  received  with  sentiments  of  approbation 
by  Mr.  Sherwin,  the  Vice-President  of  the  Association,  and  by  all 
the  gentlemen  present.  It  was  again  alluded  to  in  the  Annual 
Report  of  the  President,  at  the  meeting  held  at  the  School-house 
in  Bedford  Street,  on  January  27,  1869.  On  motion  of  Mr. 
Charles  F.  Wyman,  it  was  Voted,  "  That  the  Government  have 
power  to  add  two  members  from  each  Class  to  their  number,  to 
make  arrangements  for  the  Celebration  of  the  Semi-Centennial 
Anniversary  of  "the  formation  of  the  School." 

At  the  Annual  Meeting  on  January  26,  1870,  the  committee 
reported  progress  in  obtaining  the  addresses  of  about  two  thousand 
of  the  past  pupils.  On  the  evening  of  January  5,  1871,  in 
accordance  with  the  vote  above  recorded,  more  than  a  hundred 
delegates  from  the  past  classes  were  invited  to  meet  the  members 


10 


of  the  Government  at  the  School-house,  and  to  discuss  the  pre- 
liminaries of  the  proposed  celebration.  The  meeting  was  interest- 
ing and  enthusiastic,  and  a  committee,  consisting  of  Messrs. 
Thomas  Gaffield,  John  J.  May,  Isaac  H.  Wright,  Joshua  W. 
Davis,  Jarvis  D.  Braman,  Henry  B.  Cram,  and  Theodore  W. 
Gore,  was  chosen  to  consider  the  subject,  and  to  report  at  the 
Annual  Meeting  of  the  Association. 

At  the  Annual  Meeting  on  January  25,  1871,  the  above  com- 
mittee presented  their  report,  and  after  a  long  and  interesting  dis- 
cussion, in  which  various  views  were  presented,  the  following 
resolution,  offered  by  Mr.  John  B.  Babcock,  was  adopted :  — 

Resolved,  That  a  committee  of  five  be  appointed  by  the  chair,  to 
secure  an  Orator  and  Poet  to  assist  in  the  celebration  of  the  Semi- 
Centennial  Anniversary  of  the  formation  of  the  English  High  School,  to 
take  place  on  May  2,  1871,  and  that  said  committee  have  full  powers  to 
arrange  for  and  carry  out  all  other  matters  connected  with  a  successful 
celebration  of  the  day." 

The  chair  appointed  the  following :  —  John  B.  Babcock, 
Charles  M.  Cumston,  Godfrey  Morse,  Jarvis  D.  Braman,  and 
Henry  B.  Cram. 

By  a  vote  of  the  meeting,  the  President  and  Secretary  of  the 
Association,  Messrs.  Thomas  Gaffield  and  William  H.  Moriarty, 
were  added  to  the  committee. 

The  Committee  of  Arrangements  met  at  the  counting-room  of 
Mr.  Babcock,  the  chairman,  on  Friday,  January  27,  and  further 
organized  by  the  choice  of  Mr.  Henry  B.  Cram,  as  Secretary  and 
Treasurer. 

The  following  plan  for  the  celebration  was  adopted  at  an  early 
meeting.  It  was  agreed  that  the  past  pupils  should  meet  at 
Faneuil  Hall  at  one  o'clock  on  the  afternoon  of  May  2,  and  spend 
two  hours  in  social  greetings,  and  that  at  three  o'clock  a  procession 
should  be  formed  and  proceed  to  Music  Hall,  under  the  escort  of 
the  High  School  Battalion,  where  an  Oration  and  Poem  should  be 
delivered  by  past  members  of  the  school,  and  where  the  Bust  of 


IT 


Mr.  SHERWIN  should  be  dedicated  and  presented  to  the  charge  of 
the  present  Head  Master  of  the  School. 

Sub-committees  were  appointed  to  obtain  an  Orator  and  Poet, 
to  procure  two  original  hymns,  to  be  sung  by  a  choir  of  the 
present  pupils  of  the  School,  and  to  provide  for  the  procession. 

Gen.  B.  F.  Edmands,  of  the  Class  of  1821,  was  selected  for 
Chief  Marshal,  and  a  marshal  for  each  class  was  chosen.  These 
marshals  attended  to  the  sending  of  printed  circulars  to  their  class- 
mates, and  reported  from  time  to  time  to  the  Committee  of 
Arrangements.  Two  meetings  of  the  marshals  were  held  at  the 
School-house,  on  March  24  and  April  14.  Tickets  to  Faneuil  and 
Music  Halls,  and  badges  were  furnished  by  the  committee  to  all 
who  expressed  their  intention  of  taking  part  in  the  celebration. 

Several  circulars  were  sent,  and  editorial  notices  and  advertise- 
ments appeared  in  the  public  prints,  and  no  means  were  spared  to 
notify  all  the  living  graduates  and  past  pupils  of  the  school. 

As  it  may  be  a  matter  of  interest  to  future  committees  and 
others,  it  has  been  thought  well  to  insert  the  following  Circulars, 
which  did  so  much  to  create  an  interest  in  the  celebration,  and  to 
insure  its  perfect  success. 

The  following  was  seat  to  the  gentlemen  invited  to  serve  as 
Class-Marshals :  — ^ 

ENGLISH     HIGH     SCHOOL. 

The  Committee  of  Arrangements  having  in  charge  the  Celebration  of 
the  Semi-Centennial  Anniversary  of  the  English  High  School,  on  the 
second  day  of  May  following,  desire  to  secure  the  co-operation  of  one 
member  from  each  of  the  entering  classes  of  the  school,  to  be  known  as 
a  "  Class- Marshal."  The  request  made  of  them,  after  their  appointment, 
will  be  to  communicate  with  all  living  members  of  their  class,  and  ascertain 
from  each  if  he  will  participate  in  the  Festival,  and  meet  with  the  past 
scholars  at  an  appointed  rendezvous,  and  proceed  to  the  Music  Hall,  under 
escort  of  the  Battalion  (about  four  hundred)  of  the  present  school,  where 
the  Jubilee  will  be  holden. 

As  soon  as  the  Marshals  shall  have  ascertained  and  reported  to  the 

Committee   the   names   of   their   several   classmates   who    have  signified 

acceptance,  they  will  know  with  some  accuracy  as  regards  the  number  of 

badges  required,  and  also  be  prepared  to  arrange  Members'  Tickets,  which 

2 


12 


will  be  provided  the  Marshals  for  distribution  among  their  classes.  The 
tickets  will  reserve  seats  for  members  and  one  lady  each. 

By  this  appointment  and  assistance  of  Class-Marshals,  the  Committee 
will  confine  their  business  to  one  Marshal  from  each  class,  and  that 
Marshal  takes  entire  charge  of  his  own  class. 

The  details  of  time  and  ceremony  will  be  furnished  the  Marshals  at  a 
later  date. 

BOSTON,  February  2,  1871. 
DEAR  SIR: 

You  have  been  selected  by  our  Committee  as  Marshal  for  your  Class. 
Will  you  kindly  give  us  an  immediate  acceptance ;    or,  if  positively 
unable  yourself,  will  you,  in  our  behalf,  confer  with  some  of  your  class- 
mates, and  send  us  the  name  and  address  of  one  who  will  accept  the 
appointment.  For  the  Committee, 

P.  O.  Address,  Boston.  JOHN   B.  BABCOCK,  Chairman. 

The  following  was  the  first  Circular  sent  by  the  Class-Marshals 
to  the  pupils  :  — 

ENGLISH    HIGH     SCHOOL. 

BOSTON,  March  1,  1871. 

The  Celebration  of  the  Fiftieth  Anniversary  of  the  English  High 
School  will  take  place  on  the  second  day  of  May  next.  All  those  who  have 
ever  been  members  of  the  school  are  invited  to  participate;  and  past 
members  will  meet  at  Faneuil  Hall,  and,  under  escort  of  the  Battalion  of 
the  present  School,  will  proceed  to  the  Music  Hall,  where  the  ceremonies 
will  take  place.  The  Committee  having  charge  of  the  affair  would  urge 
the  importance  of  a  full  turn-out,  with  the  assurance  of  presenting  an 
entertainment  worthy  of  the  occasion,  which  shall  prove  interesting  to  you, 
and  reflect  honor  and  credit  upon  the  School.  We  desire  to  call  your 
attention  to  the  following,  from  the  Marshal  of  your  Class. 

COMMITTEE    OP   ARRANGEMENTS. 
JOHN  B.   BABCOCK.  HENRY  B.  CRAM. 

THOMAS   GAFFIELD.  JARVIS   D.  BRAMAN. 

GODFREY  MORSE.  CHARLES  M.  CUMSTOX. 

WILLIAM  H.  MORIARTY. 

Class  of 

In  pursuance  of  the  preceding  circular  from  the  Committee,  I  would 
hereby  request  you  to  signify,  in  writing,  your  intention  of  participating  in 
this  celebration,  giving  us  at  the  same  time  your  address,  and  whether  or 
not  you  have  been  at  any  time  engaged  in  the  late  civil  war. 


You  will  facilitate  the  labors  of  the  Committee  very  much  by  giving  me 
an  early  answer,  in  order  to  arrange  for  the  requisite  number  of  class 
badges,  as  also  in  providing  you  with  tickets,  which  will  give  you  reserved 
seats.  There  will  be  no  assessments  ;  and  as  there  is  to  be  a  Prize  Banner 
presented  to  the  class  turning  out  the  largest  percentage  of  living  mem- 
bers, it  is  to  be  hoped  that  you  will  use  all  your  influence  to  secure  as 
large  an  attendance  as  possible  of  our  own,  with  the  hope  that  we  may 
prove  the  "Banner  Class."  Due  notice  of  the  details  of  the  celebration 
will  be  given  through  the  papers  of  the  day. 

Very  truly,  &c.,  yours,  Class- Marshal. 

The  following  Circular,  from  the  Secretary  of  the  Association, 
accompanied  the  above  :  — 

ENGLISH  HIGH  SCHOOL  ASSOCIATION. 

BOSTON,  March  7,  1871. 

DEAR  SIR:  —  Will  you  please  send  to  your  Class-Marshal  a  photo- 
graph of  yourself,  of  the  usual  album  size,  with  your  autograph  at  the 
bottom,  and  the  year  in  which  you  entered  the  High  School. 

These  photographs  will  be  arranged  by  classes,  and  preserved  with 
care  in  the  Library  of  the  Association,  which  is  always  accessible  to  past 
pupils.  Yours  truly, 

WM.  H.  MORIARTT,  Secretary. 

After  the  perfecting  of  the  committee's  arrangements,  a  second 
Circular  followed,  as  below  :  -— 

ENGLISH  HIGH   SCHOOL. 

SEMI-CENTENNIAL MAY  2,  1871. 

Committee  of  Arrangements. 

JOHN  B.  BABCOCK.  HENRY  B.  CRAM. 

THOMAS  GAFFIELD.  JARVIS  D.  BRAMAN. 

GODFREY  MORSE.  CHARLES  M.  CUMSTON. 

WILLIAM  H.  MORIARTY. 

As  at  present  arranged,  Faneuil  Hall  will  be  open  to  past  members  of 
the  School  at  One  o'clock,  for  the  purpose  of  passing  two  hours  in  general 
good  fellowship  and  social  recognition ;  from  which,  under  escort  of  the 
Battalion  of  the  present  School,  accompanied  by  Gilmore's  Band,  they  will 
proceed  to  the  Music  Hall,  where  an  Oration  will  be  delivered  by 

HON.    J.     WILEY    EDMANDS, 

AND  A  POEM  BY 
REV.    ROBERT     C.     WATERSTON, 

BOTH  GRADUATES  OF  THE  SCHOOL. 


The  unveiling  and  presentation  of  the  Marble  Bust  of  the  late  THOMAS 
SHERWIN  will  also  form  an  imposing  feature  of  the  day,  and  the  exercises 
will  be  interspersed  with  original  music,  written  by  past  members,  and 
sung  by  a  choir  of  the  present  School.  The  whole  entertainment  promises 
to  be  one  of  extraordinary  interest  to  all  w-ho  have  ever  been  connected 
with  the  English  High  School,  and  a  very  full  attendance  is  expected. 

DEAR  SIR:  —  As  it  must  be  obvious  to  you  that  an  immediate  reply 
from  those  desirous  of  participating  is  absolutely  necessary  to  secure  to 
them  badges  and  tickets,  you  will  please  send  me  your  name  and  address 
AT  ONCE.  Each  member  will  be  provided  with  a  Lady's  Ticket,  entitling 
her  to  a  reserved  seat,  and  there  will  be  no  assessment. 

Truly,  &c.,  yours,  Class- Marshal. 

Post  Office  Address. 

The  following  Circular  contains  the  admirable  arrangements  of 
the  Chief  Marshal :  — 


THE     ENGLISH     HIGH     SCHOOL     SEMI-CENTENNIAL 
CELEBRATION. 

CHIEF  MARSHAL'S  PROGRAMME. 

BOSTON,  April  28,  1871. 

Marshals  are  requested  to  assemble  at  Faneuil  Hall  at  One  o'clock, 
punctually,  on  Tuesday,  May  2,  in  dark  clothes  and  ha'ts,  white  gloves, 
and  with  their  badges  attached  to  the  left  lappel  of  their  coats. 

The  Chief  Marshal  and  his  Aids  will  be  known  by  their  BUFF  badges ; 
other  Marshals  by  RED  badges. 

MEMBERS'  TICKETS  are  to  be  shown  for  admission  to  Faneuil  Hall  after 
One  o'clock,  P.M.,  and  retained  for  admission  to  Music  Hall. 

THE  PRIZE  BANNER  will  be  awarded  to  that  class  whose  numbers 
present  at  roll-call  shall  show  the  highest  percentage  in  proportion  to  the 
number  of  members  of  the  class  known  to  be  living.  Each  Class-Marshal 
will,  for  this  purpose,  provide  himself  with  a  Roll,  and  call  it  at  Faneuil 
Hall,  at  an  hour  to  be  there  ordered. 

FORMATIONS  OF  CLASS-COLUMNS,  in  sections  of  four,  will  be  com- 
menced at  2i  o'clock,  P.M.,  —  each  class  to  be  formed  under  direction  of  its 
appointed  Class-Marshal.  At  that  hour  a  trumpet  signal  will  be  sounded, 
when  the  members  of  each  class  will  repair  to  the  room,  or  point  in  the 
building,  indicated  by  the  label  of  his  class-year.  Each  Marshal  will 
present  the  head  of  his  column,  when  formed,  at  a  point  near  the  class- 
label  ;  and  then,  after  reporting  the  formation  to  the  Chief  Marshal,  await 
the  second  trumpet  signal,  for  "roll-call." 

THE  ROLL-CALLS  will  be  simultaneous  in  all  the  classes;  and  each 
Marshal  will  carefully  verify  the  result  of  his  call  by  a  count  of  the  mem- 


bers  present,  and  of  his  checks.  Reports  of  the  results  of  these  roll-calls 
will  be  made  immediately  to  the  Chief  Marshal. 

THE  MARCH  FROM  FANEUiL  HALL  will  be  commenced  at  ten  minutes 
past  Three  o'clock,  P.M.,  when,  at  a  third  trumpet  signal,  each  Marshal 
will  hold  his  column  in  readiness  to  fall  into  the  general  column  of  march, 
in  its  numerical  order,  each  senior  class  to  be  in  advance  of  its  junior. 

The  position  of  each  Marshal  in  the  column  will  be  on  its  left  flank, 
opposite  to,  and  about  one  foot  distant  from,  its  leading  file ;  which  he  will 
cause  to  march  ten  or  fifteen  feet  distant  from  the  last  file  of  the  preced- 
ing class. 

THE  CITY  AND  STATE  AUTHORITIES  will  be  taken  under  escort  of  the 
procession  on  the  march,  at  the  City  Hall  and  the  State  House :  the 
escorting  Battalion  paying  the  appropriate  honors  at  those  points. 

ESCORT  TO  THE  PROCESSION  will  be  performed  by  the  "  High  School 
Battalion,"  Lieutenant-Colonel  DEXTER,  to  which  the  Brigade  Band  will 
be  attached. 

The  procession  will  be  accompanied  by  Gilmore's  Band,  which  will 
perform  also  at  both  Halls. 

AT  Music  HALL. 

On  arrival  at  the  lower  vestibule  of  the  Music  Hall,  Gilmore's  Band 
will  cease  playing  and  file  to  the  right,  break  from  the  column  and  go 
immediately  to  their  places  on  the  platform  by  the"  easterly  corridor. 
The  first  marshal  (at  the  head  of  the  column)  will  file  to  the'left ;  the 
second  marshal  will  file  to  the  right,  and  will  pass  immediately  to  the 
Hall,  one  by  the  westerly,  the  other  by  the  easterly  corridor.  All  the 
above  will  pass  to  the  auditorium  by  the  first  door  in  each  corridor. 

The  Class-Marshal  of  1821  will,  on  arriving  just  within  the  outer  door 
of  the  vestibule,  arrest  the  advance  of  the  column  in  his  rear  by  a  "  halt" 
for  a  few  minutes,  to  give  time  for  the  Band  and  guests  to  get  their  places 
on  the  platform.  On  being  ordered  again  to  advance,  the  successive  class 
columns  will  alternately  file  left  and. right,  — the  classes  of  the  odd  years 
(as  1821,  1823,  &c.)  to  the  left  ;  and  the  even  years  (as  1822,  1824,  &c.) 
to  the  right.  All  the  classes  in  each  corridor  will  pass  to  the  fifth  door,  at 
which  all  of  them  will  enter  the  auditorium,  and  then  file  down  to  the 
front  of  the  hall  under  the  balconies  on  each  side,  and  pass  to  the  seats 
under  the  direction  of  one  of  the  Aids. 

In  directing  the  seating,  the  Aids  will  take  care  that  all  the  seats  are 
filled  in  each  row  and  next  the  wall,  commencing  with  the  front  and  filling 
them  successively  to  the  rear. 

*  By  order  of  the  Committee  of  Arrangements,  each  member  will 
occupy  the  seat  which  may  fall  to  his  lot  under  this  plan  of  seating, 
regardless  of  the  number  of  any  assigned  seat  which  may  have  been  upon 
his  admission  ticket.  To  this  change  of  plan  the  committee  was  impelled 
by  the  force  of  circumstances,  and  by  a  conviction  that  it  will  better 
secure  a  prompt,  impartial,  and  quiet  preparation  for  the  enjoyment  of  the 

*  NOTE.  —  Marshals  will  read  this  portion  to  their  Classes  at  roll-calls. 


i6 


occasion.  No  one  will  be  admitted  to  the  lower  floor  until  the  procession 
is  seated.  Members,  therefore,  who  may  not  join  the  march  must  join 
their  respective  classes  in  the  vestibule,  or  corridors.  The  odd  numbered 
years  classes  will  pass  through  the  westerly,  and  the  even  years  through 
the  easterly  corridor. 

The  route  will  be  as  direct  and  short  as  it  is  possible  to  make  it ;  and 
no  excuse  short  of  a  surgeon's  certificate  of  disability  ought  to  justify 
absence  from  the  procession. 

B.  F.  EDMANDS,   Chief  Marshal. 


In  answer  to  the  Circulars,  about  twelve  hundred  acceptances 
by  past  pupils  had  been  reported  to  the  Secretary  of  the  Com- 
mittee, up  to  the  day  of  the  celebration* 

To  every  past  pupil  so  accepting,  a  badge  and  two  tickets  were 
sent.  The  badge,  which  was  of  blue  silk,  bore  the  words, 
"English  High  School  Semi-Centennial,  May  2,  1871,"  and  the 
year  of  his  Class.  One  of  the  tickets  admitted  him  to  Faneuil 
and  Music  Halls.  Faneuil  Hall  had  been  secured  for  the  occasion 
by  the  requisite  petition  of  one  hundred  citizens  to  the  city  govern- 
ment, and  was  the  place  assigned  where  the  past  pupils  were  to 
meet  and  form  in  procession. 

The  other  was  intended  as  a  lady's  ticket,  and  admitted  one 
person  to  a  seat  in  the  galleries  of  Music  Hall,  the  floor  having 
been  reserved  for  the  procession.  The  number  of  acceptances 
from  present  and  past  pupils  being  greater  than  the  number  of 
seats  in  the  Music  Hall  galleries,  it  became  necessary  to  issue  five 
hundred  admission  tickets  to  the  galleries,  which  did  not  entitle  the 
holders  to  seats*  These  tickets  were  distributed  proportionally 
among  the  different  classes.  While  in  one  sense  it  was  gratifying 
that  so  large  a  number  of  tickets  should  be  called  for,  on  the  other 
hand  it  was  a  matter  of  regret  to  the  Committee  that  all  the  guests 
of  the  occasion  could  not  be  provided  for  in  the  most  agreeable 
manner. 

A  Circular  from  the  Secretary  of  the  Association  which  was  sent 
with  the  others,  asking  for  the  photographs  of  past  pupils,  secured 
returns  from  a  large  number,  each  one,  according  to  request, 


bearing  the  autograph  of  the  pupil,  the  year  of  his  class,  and 
occasionally  on  the  back  one  or  two  interesting  facts  concerning 
him.  It  is  to  be  hoped  that  the  Association  will  yet  have  the 
photographs  of  all  the  past  teachers  and  pupils  which  it  is  possible 
to  obtain,  to  be  preserved  in  an  album,  which  shall  be  its  most 
precious  possession,  wherein  the  faces  of  early  friends  shall  be 
found,  as  in  school-days,  in  close  companionship. 

The  celebration  had  been  fixed  for  the  second  of  May,  and,  as 
the  time  approached,  there  were  misgivings,  doubtless,  on  the  part 
of  many,  as  to  the  probable  state  of  the  weather.  The  afternoon 
of  Monday  was  cloudy,  and  exhibited  threatening  appearances, 
and  might  well  have  occasioned  alarm  to  those  who  set  large  store 
on  the  success  of  the  occasion ;  but  the  following  morning  was 
well  fitted  to  dispel  such  apprehensions,  for  it  broke  clear  and 
bright.  The  sky  was  a  beautiful  blue,  and  though  an  East  wind 
prevailed  and  was  somewhat  chill,  yet  it  did  not  seem  to  possess 
the  disagreeable  character  of  an  ordinary  East  wind,  unless  it  be 
that  when  the  sentiments  are  touched  we  have  no  senses  for 
ordinary  phenomena. 

At  one  o'clock,  the  company  began  to  assemble  at  Faneuil  Hall, 
and  it  was  not  long  before  it  was  crowded  on  the  floor,  in  the 
galleries,  armories,  and  every  portion  with  past  pupils,  some  of 
whom  had  not  met  their  class-mates  through  long  interval  of  years, 
since  they  parted  in  the  school-room.  The  Chief  Marshal  had 
divided  the  building  into  sections,  one  for  each  class,  where  the 
members  were  to  assemble,  the  point  being  indicated  by  a  placard, 
conspicuously  placed,  bearing  the  year  of  the  class  in  large  figures. 
The  older  classes,  the  past  and  present  teachers  of  the  school,  the 
School  Committee  of  the  High  School,  and  the  masters  of  the 
Grammar  Schools,  who  had  voted  to  be  present,  occupied  the  floor 
of  the  hall,  the  galleries  and  upper  part  of  the  building  being 
assigned  to  the  younger  classes. 

FaneuilHall  has  often  been  the  scene  of  extraordinary  meet- 
ings, but  it  is  doubtful  if  the  old  "  Cradle  of  Liberty  "  was  ever 


i8 


before  occupied  by  an  assemblage  pervaded  by  so  great  unanimity 
of  sentiment  and  by  such  fraternal  feeling.  The  most  enthusiastic 
political  gathering  must  contain  its  mere  lookers-on  and  unsympa- 
thetic spectators  ;  here  there  were  none  such,  but  every  heart  was 
full  to  overflowing  with  ten  thousand  emotions  awakened  by 
memories  crowding  thick  and  fast,  called  forth  by  the  associated 
presence  of  those  faces,  once  so  familiar,  but  which  had  not  been 
seen  together  since  the  time  when  they  had  gathered  daily  at  the 
old  High  School  to  catch  inspiration  from  the  lips  of  those  dearly- 
loved  teachers,  some  of  whom  were  present  now,  around  whom 
they  were  eager  to  gather,  while  the  voices  of  others,  they  too 
well  knew,  they  should  no  more  hear  on  earth  forever. 

The  High  School  had  been  singularly  fortunate  in  its  teachers. 
There  was  Emerson,  distinguished  citizen,  present  to-day  to  meet 
the  pupils  of  1821,  with  whom  he  might  well  compete  for  youthful 
bearing ;  there  was  Sherwin,  who  needs  no  encomium  from  High 
School  pens ;  and  Miles,  his  teacher  and  predecessor,  of  whom 
were  his  pupils  not  alive  to  praise  him,  it  might  be  sufficient 
eulogy  to  say,  that  he  was  Sherwin's  friend ;  there  was  Cumston, 
always  sympathetic,  more  the  friend  than  teacher,  who,  after 
twenty-three  years  of  service,  was  to-day  the  honored  head-master 
of  the  School ;  there  was  Hunt,  of  large  scholarship  and  larger 
philanthropy,  ever  gentle,  loving,  pure,  the  honored  head  of  the 
sister  institution ;  there  were  Robinson,  and  Williams,  and 
Weston,  of  former  service,  and  Anderson,  and  all  the  talented 
corps  of  present  teachers,  whose  tireless  efforts  give  to  the  school 
its  present  advanced  position.  But  it  was  not  in  mere  scholarship 
that  the  High  School  had  been  fortunate  in  its  teachers,  though  it 
might  boast  their  past  and  present  proficiency,  but  in  those  higher 
qualities  which  belong  to  the  heart,  and  which  were  so  largely 
represented  in  Sherwin,  and  enabled  him  and  his  colleagues  to 
impress,  by  example  as  well  as  inculcation,  the  highest  elements  of 
character. 

It  was  not  strange  that  those  who  had  been  school-mates  at  the 


High  School  should  meet  with  tender  greeting.  Their  friendship 
had  been  formed  under  auspicious  circumstances,  at  a  time  of  life 
when  the  heart  is  most  open  to  impressions,  when  contact  with  the 
world  has  not  awakened  suspicion,  and  the  advances  of  new  friends 
are  met  with  all  the  warmth  of  ingenuousness  and  inexperience. 
The  spirit  of  the  school  had  been  such  as  would  tend  to  strengthen 
their  acquaintance.  It  was  eminently  democratic.  No  aristoc- 
racy was  known  but  the  aristocracy  of  talent  and  good  fellow- 
ship. No  distinction  or  caste  was  recognized  in  the  relations  of 
the  same  class,  or  of  those  of  the  different  classes  with  one  another. 
Quarrels  were  never,  or  extremely  rare.  Mutual  weaknesses  were 
treated  with  the  utmost  tenderness  and  sympathy.  No  youthful 
tyrant  would  have  found  there  a  congenial  atmosphere,  and  the 
competitive  spirit  being  but  little  encouraged,  envious  or  malicious 
utterance  was  unheard. 

The  largest  boy  might  choose  as  his  companion  to  and  from 
school  the  smallest  and  weakest,  the  best  scholar  and  the  poorest 
might  be  bosom  friends,  and  this  without  cause  of  remark,  so  well 
was  it  recognized  that  the  conditions  of  friendship  are  founded  in 
mutual  experiences  and  sympathies  which  are  superior  to  differ- 
ences of  rank,  physical  constitution,  or  mental  acquirement. 
With  nothing  to  estrange  and  so  much  to  endear  them  to  one 
another,  it  is  not  surprising  that  Faneuil  Hall  should  have  been  the 
scene  of  joyous  meetings.  Here,  friends  grasped  hands  who  had 
not  met  for  years,  while  there  stood  some  who  had  been  through 
all  the  grades  of  schools  together  from  the  Primary  to  the  High, 
and  who  preserved  now,  as  then,  an  inseparable  friendship. 
Again,  one  might  be  observed,  over  whose  face  a  shade  of  melan- 
choly had  passed,  as  his  mind  reverted  to  the  past  and  recalled, 

"  The  youthful  friend,  no  longer  here," 

but  whose  presence  would  have  been  dearer  than  any  other. 
When  barely  able  to  toddle,  they  had  prattled  tp  one  another  the 
live-long  day  on  infantile  topics,  of  absorbing  interest,  ancj 


20 


exchanged  opinions  with  becoming  gravity.  Together  they  waded 
through  the  tall  grass,  with  wanton  hands,  plucking  bouquets  of 
daisies  and  red  clover,  of  yellow  butter-cups  and  dandelions,  to  be 
used  afterwards  in  the  interest  of  the  beautiful  to  decorate  their 
garlands.  With  hat  in  hand  and  eager  haste,  they  chased  the 
yellow  butterflies,  now  right,  now  left,  hither  and  thither,  only  to 
see  them,  like  golden  moments,  disappear  and  be  gone  forever ; 
most  truly  so  when  one,  the  envy  of  his  comrade,  on  bended  knees, 
cautiously  lifting  the  rim  of  his  hat  found  no  bright  prisoner  there, 
but  learnt  a  lesson  of  the  fallacy  of  human  judgments.  Through 
the  long  summer  afternoon,  they  would  sit  upon  the  river's  brink, 
with  bent  pins  dangling  in  the  water,  wondering  why  the  fish  did 
not  respond  to  their  attention  and  consent  to  be  hooked,  —  return- 
ing home  tired,  but  not  disheartened,  to  rest  their  weary  heads 
upon  the  pillows  fond  hands  had  smoothed  for  them,  and  soon  to 
be  lost  in  dreams  of  fields  where  birds  and  butterflies  were  ever 
ready  to  be  caught,  and  of  rivers  whose  fishes  did  not  refuse  to 
bite,  the  while  unconscious  when  fond  eyes  came  to  gaze  upon 
their  slumbers.  Sometimes  they  wandered  down  upon  the 
wharves  admiring  the  great  ships  with  their  tall  masts  and  white 
sails,  and  gazing  at  the  little  cannon  on  the  decks  which,  with  the 
bronzed  faces  of  the  jolly  tars,  would  fill  their  minds  with  thoughts 
of  pirates,  and  Flying  Dutchmen,  and  Robinson  Crusoe,  and  they 
would  think  how  fine  it  must  be  to  be  cast  away  upon  a  desert 
island,  and  they  felt  that  some  day  they  should  together  see 
strange  lands  and  strange  men,  and  should  wander  along  pebbly 
beaches  glittering  with  precious  stones,  and  should  gaze  over  the 
side  of  their  boat  down  through  the  blue  water,  and  see  pearls 
shining  on  the  sandy  floor  of  the  sea,  and  gold  fish  swimming 
around  the  white  coral. 

Together  they  loitered  on  their  way  to  school  — 

"  And  wished  it  would  never  be  nine  o'clock, 
And  the  morning  never  be  full," 


21 


until  the  school-bell  called  them,  panting  and  breathless,  to  their 
places. 

There  they  shared  the  varying  fortunes  of  the  day,  now 
missing  where  they  thought  they  were  strong,  now  succeeding 
where  they  knew  they  were  weak.  At  one  time  united  by  mis- 
fortune against  "  the  common  enemy,"  only  to  recognize  in  him  at 
another  their  wisest  counsellor  and  truest  friend. 

"  The  tear  down  childhood's  cheek  that  flows 
Is  like  the  dew-drop  on  the  rose ; 
When  next  the  summer  breeze  comes  by 
And  waves  the  branch,  the  flower  is  dry." 

That  a  friendship  like  theirs  should  last  forever,  and  be  always 
as  close  and  intimate,  seemed  to  them  a  thing  of  course,  for  the 
circumstances  which  can  separate  early  friends  had  not  come 
within  the  scope  of  their  experience^  and  were  not  considered  or 
understood.  Their  cheeks  burned  at  thought  of  the  great  deeds 
they  were  some  day  to  accomplish,  the  dangers  they  were  to  brave, 
and  the  difficulties  to  overcome. 

The  education  received  at  the  High  School  was  of  a  nature  to 
fit  its  pupils  to  push  their  way  in  almost  any  portion  of  the  world, 
which  is  doubtless  the  reason  that  classes  become  widely  dispersed, 
and  that  there  are  few  who  do  not  at  some  period  of  their  lives 
travel  extensively  in  foreign  lands.  Though  it  thus  come  to  pass 
that  many  are  separated  who  were  to  be  inseparable,  it  cannot 
obliterate  the  memory  of  what  has  been,  and  a  moistened  eye  and 
quivering  lip  might  well  bear  tribute  to  the  warmth  of  the  recol- 
lection. 

The  scene  was  not  wanting  in  its  humorous  features.  Grave 
merchants  and  professional  men  relaxed  their  dignity  and  greeted 
their  friends  with  all  the  hilarity  of  youthful  days.  Sometimes  a 
vacant  stare  and  puzzled  look  gave  evidence  of  an  ineffectual  effort 
at  recognition,  until  the  unknown  individual,  by  some  shrug  or 
grimace,  in  which  he  had  been  proficient  at  school,  or  until  a 
smile  or  the  sound  of  his  voice  betrayed  his  identity.  But  the 


22 


perception  needed  but  little  such  incentive,  for  the  memory, 
quickened  by  the  influence  of  the  occasion  and  its  associations, 
recognized  faces  with  ease  which,  at  another  time,  it  might  have 
been  difficult  to  recall. 

One  of  the  features  of  the  occasion  at  Faneuil  Hall  was  to  be 
the  presentation  of  a  prize  banner  to  the  class  having  the  largest 
number  present  in  proportion  to  the  whole  number  known  to  be 
living.  At  half-past  two  o'clock,  or  shortly  after,  the  trumpet 
signal  was  given  for  the  marshals  to  call  the  rolls  of  their  classes. 
The  numbers,  as  soon  as  ascertained,  were  brought  to  the  Chief 
Marshal's  room,  on  the  right  at  the  entrance  of  the  hall,  in  which 
the  committee  were  assembled.  By  the  reports  which  had  pre- 
viously been  made  to  the  committee  of  applications  for  tickets,  it 
was  known  with  certainty  that  the  prize  would  be  awarded  to  one 
of  two  classes,  those  of  1821  and  1865.  To  secure  the  attend- 
ance of  the  members  of  the  class  of  1821  was  the  task  undertaken 
by  the  chairman  of  the  committee,  Mr.  John  B.  Babcock,  while 
his  son,  Samuel  H.  Babcock,  made  strenuous  exertions  to  obtain 
the  banner  for  his  own  class,  that  of  1865.  When  the  returns 
were  made,  it  was  found  that  twenty-eight  out  of  thirty-seven 
known  to  be  living  were  present  from  the  class  of  1821,  —  an 
extraordinary  number,  —  and  that  ninety-seven  out  of  one  hundred 
and  twenty-eight  known  to  be  living  were  present  from  the  class  of 
1865.  The  percentage  present  of  the  entering  class  of  1821  was 
therefore  75|^  ;  and  that  of  the  entering  class  of  1865  was  75§f , 
giving  the  banner  to  the  latter.  Before  this,  the  English  High 
School  Battalion,  composed  of  the  present  pupils  of  the  school, 
had  marched  from  their  armory  in  Boylston  Hall,  through  Wash- 
ington, Water,  and  Kilby  Streets  to  Merchants'  Row,  where  they 
were  awaiting  the  formation  of  the  procession.  They  had,  when 
they  came  in  sight,  been  greeted  With  cheers  from  the  windows  of 
Faneuil  Hall. 

As  soon  as  the  disposition  of  the  banner  was  ascertained,  the 
signal  was  given  to  march  out  of  the  hall.  The  arrangements  of 


23 

the  Chief  Marshal  in  locating  the  several  classes  and  divisions 
enabled  this  to  be  done  without  delay. 

As  the  classes  from  the  upper  part  of  the  building  descended, 
they  made  the  circuit  of  the  hall  before  passing  out,  and  when  the 
class  of  1865  had  arrived,  the  chairman  of  the  committee  arrested 
the  march  by  addressing  those  present,  and  in  a  few  words 
announcing  that  the  banner  had  been  won  by  the  class  of  1865. 
The  tones  of  the  speaker  might,  to  those  who  were  aware  how 
hard  he  had  worked  to  secure  the  banner  to  the  class  of  1821,  of 
which  his  brother,  the  chaplain  of  the  day,  was  a  member,  have 
evinced  some  evidence  of  regret.  When  the  announcement  was 
made,  the  youthful  marshal  of  the  class  of  1865  came  forward 
with  flushed  and  handsome  features,  and  received  the  beautiful 
banner  from  the  hands  of  his  father,  the  unsuccessful  competitor. 

The  banner  is  made  of  deep  blue  silk,  and  on  its  obverse  side 
bears  an  inscription  in  letters  of  gold,  "  English  High  School, 
May  2,  1871.  Semi-Centennial  Prize  Banner.  1821-1871." 
The  reverse  is  white  with  gold  border  and  heavily  fringed,  and  has 
the  letters  in  old  English  text,  "  E.  H.  S." 

As  soon  as  the  award  of  the  banner  was  made,  the  committee 
dispersed,  some  to  Music  Hall  to  meet  the  invited  guests,  and  the 
others  to  their  place  in  the  procession. 


THE      PROCESSION. 

All  of  the  arrangements  were  carried  out  very  promptly, 
and  the  line  was  formed  soon  after  three  o'clock.  It  was  under 
the  escort  of  the  High  School  Battalion,  which  turned  out  with 
about  four  hundred  members,  and  presented  a  very  fine  appear- 
ance. Gen.  B.  F.  Edmands,  of  the  class  of  1821,  acted  as  the 
Chief  Marshal  of  the  day,  and  his  aids  were  Col.  Francis 
Boyd,  class  of  1828;  Col.  John  K.  Hall,  class  of  1823;  Col. 
Francis  J.  Parker,  class  of  1837  ;  Capt.  George  F.  Baldwin,  class 
of  1867.  The  procession  moved  about  half-past  three  in  the 
following  order :  — 


24 


ESCORT. 

Squad  of  Police. 

Brown's  Brigade  Band. 

High  School  Battalion,  Lt.  Col.  P.  Dexter. 

Gilmore's  Band. 
Committee  of  Arrangements. 

Chief  Marshal  and  Aids. 

Governor   Claflin   and   Staff. 

Mayor  Gaston,  officers  of  the  City  Government,  and  other  invited  guests. 

FIRST    DIVISION. 

School   Committee   of    English    High     School, 
Rev.  Samuel  K.  Lothrop,  D.D.,  Marshal. 

SECOND    DIVISION. 

Past  and  Present  Teachers  of  the  English  High  School, 
Gen.  Thomas  Sherwin,  Marshal. 

THIRD   DIVISION. 

Head   Masters   of    Grammar   Schools, 

Dr.  Francis  Gardner,  Marshal. 
George   K.   Marble   and  C.    G.   Clark,   Aids. 

CLASSES    IN   ORDER   OF   THEIR   DATES. 

1821.  Rowland  Ellis,  marshal,  twenty-eight  members. 

1822.  Nathaniel  C.  Poor,  marshal,  fourteen  members. 

1823.  Noah  Lincoln,  marshal,  fourteen  members. 

1824.  John  1).  Weld,  marshal,  eight  members. 

1825.  John  J.  May,  marshal,  seventeen  members. 

1826.  W411iam  Harris,  marshal,  thirteen  members. 

1827.  Jacob  H.  Hathorne,  marshal,  eleven  members. 

1828.  Colonel  Charles  L.  Holbrook,  marshal,  ten  members. 

1829.  J.  Brooks  Fenno,  marshal,  fifteen  members. 

1830.  Stephen  G.  Deblois,  marshal,  thirteen  members. 

1831.  S.  S.  Constant,  of  New  York,  marshal,  eleven  members. 

1832.  William  G.  Babcock,  marshal,  twelve  members. 

1833.  Martin  L.  Bradford,  marshal,  seven  members. 

1834.  Jonathan  A.  Lane,  marshal,  ten  members. 

1835.  William  Otis  Edmands,  marshal,  thirteen  members. 

1836.  William  H.  Kent,  marshal,  six  members. 

1837.  Charles  S.  Jenney,  marshal,  eleven  members. 

1838.  Benjamin  Gushing,  marshal,  thirteen  members. 

1839.  Pelham  Bonney,  marshal,  thirteen  members. 

1840.  George  O.  Carpenter,  marshal,  twenty  members. 

1841.  Curtis  Guild,  marshal,  twenty-six  members. 

1842.  Joseph  R.  Richards,  marshal,  twenty-six  members. 

1843.  Albert  Haven,  marshal,  nine  members. 


1844.  Franklin  Perrin,  marshal,  twenty  members. 

1845.  Edwin  R.  Pierce,  marshal,  eleven  members. 

1846.  Edward  E.  Guardenier,  marshal,  eighteen  members. 

1847.  John  J.  French,  marshal,  twelve  members. 

1848.  Charles  A.  Burditt,  marshal,  twenty-six  members. 

1849.  Charles  F.  Wyman,  marshal,  eighteen  members. 

1850.  Henry  C.  Richards,  marshal,  twenty-six  members. 

1851.  John  O.  Bishop,  marshal,  nine  members. 

1852.  Hilman  B.  Barnes,  marshal,  twenty-three  members. 

1853.  Webster  W.  Page,  marshal,  twenty-one  members. 

1854.  Seth  A.  Fowle,  marshal,  twenty-five  members. 

1855.  Samuel  B.  Capen,  marshal,  seventeen  members. 

1856.  L.  L.  Rogers,  marshal,  seventeen  members. 

1857.  Henry  B.  Rice,  marshal,  twenty-seven  members. 

1858.  Edward  B.  James,  marshal,  nineteen  members. 

1859.  J.  W.  Hayden,  marshal,  twenty-three  members. 

1860.  William  F.  Gill,  marshal,  thirty-five  members. 

1861.  J.  S.  White,  Jr.,  marshal,  twenty-one  members. 

1862.  Joseph  F.  Bliss,  marshal,  eighteen  members. 

1863.  Edward  Ellis,  marshal,  thirty-seven  members. 

1864.  Henry  F.  Miller,  marshal,  fifty  members. 

1865.  Samuel  H.  Babcock,  marshal,  ninety-seven  members. 

1866.  Walter  Miller,  marshal,  seventy  members. 

1867.  James  C.  Miller,  marshal,  ninety  members. 

1868.  Gilman  Prichard,  marshal,  fifty-three  members. 

1869.  E.  Clarence  Hovey,  marshal,  twenty-four  members. 

1870.  Arthur  H.  Dodd,  marshal,  sixteen  members. 


The  crowd  on  the  line  of  march  through  State,  Washington, 
and  School  Streets,  was  very  dense.  At  the  City  Hall,  the  pro- 
cession took  in  escort  a  large  number  of  city  officials,  including 
the  Mayor  and  many  members  of  the  City  Council  and  School 
Committee.  The  procession  then  continued  its  march  through 
Beacon  Street. 

Doubtless  many  of  those  who  stood  upon  the  sidewalks  on  the 
line  of  march,  or  filled  the  doorways  and  windows,  had  a  personal 
interest  in  the  celebration,  through  friendship  for  some  of  the 
participants,  and  had  some  expectation  of  the  character  of  the 
display.  But  even  the  passer-by,  or  casual  spectator,  might  well 
have  had  more  than  a  momentary  interest  awakened  by  the 
novelty  of  the  spectacle.  Every  class  was  represented,  and  all 


26 


wore  badges  bearing  the  year  of  the  class  in  gilt  letters,  with  the 
words,  "English  High  School.  Semi-Ceutennial,  May  2,  1871." 

The  procession  represented  therefore  a  complete  and  graduated 
scale  of  fifty  years  of  life,  from  the  school-boy  of  1821  to  the 
school-boy  of  to-day.  One  passed  insensibly  from  white  locks 
through  all  shades  of  gray  hairs  down  to  the  bright  eyes  and  curly 
head  of  the  stripling  of  1871. 

At  the  State  House,  the  procession  received  the  Governor  and 
staff,  and  continued  on  its  way  down  Beacon  Street  as  far  as 
Spruce  Street,  when,  turning,  it  retraced  its  steps  to  Park  Street, 
the  head  passing  the  end  of  the  procession  at  about  that  point. 
This  happy  determination  of  the  Chief  Marshal  enabled  all  the 
members  to  see  their  comrades  of  the  other  classes.  As  the  march 
continued  down  Beacon  Street,  the  white  locks  and  erect  form  of 
General  Edmauds  might  be  seen  in  the  advance,  and  various  were 
the  surmises,  doubtless,  as  to  the  length  of  the  route,  as  the 
counter-march  had  not  been  mentioned  in  the  printed  programme. 

The  chill  of  the  morning  was  gone,  and  the  sun  shone  warm 
and  bright  on  Beacon  Hill,  as  though  he  sympathized  with  the 
occasion.  The  buds  were  beginning  to  expand,  and  some  of  the 
ancient  trees  had  put  forth  little  leaflets,  as  if  in  honor  of  their  old 
friends  of  the  earlier  classes.  Beneath  the  trees  on  the  left 
stretched  away  the  green  la\vus  of  the  Common.  On  the  right 
beyond  the  State  House,  and  over  the  brow  of  the  hill,  the  granite 
walls  of  the  Reservoir,  on  Derne  Street,  inclosed  the  site  of  the 
school-house  where  the  first  High  School  boys  had  assembled. 
Not  far  away  on  the  same  slope  stands  the  Phillips  School,  where 
they  subsequently  attended.  Those  who  had  flocked  thither  in  the 
morning  of  life  were  now  assembled  on  the  other  side  of  the  hill. 
It  was  the  afternoon  of  life  as  of  the  day,  and  a  sunny  afternoon. 

Far  away  out  of  sight  was  the  school  on  Bedford  Street,  so 
familiar  to  High  School  boys  of  more  recent  years,  but  which  now 
encircled  by  trade  and  menaced  by  increasing  numbers,  must  be 
displaced,  long  before  the  next  celebration,  by  some  structure  as 


27 

dissimilar,  perhaps,  as  that  which  now  marks  the  site  of  the 
Derne  Street  school-house.  Between  the  two  lies  the  Common, 
the  prized  play-ground  of  all  who  were  now  marching  along  its 
border. 

When  the  head  of  the  procession  reached  Park  Street,  it  again 
met  a  crowd,  though  somewhat  diminished,  of  those  who  were 
waiting  to  see  it.  Some  of  the  children,  whose  schools  had  been 
dismissed  for  the  afternoon,  came  to  gaze  upon  the  spectacle.  The 
grammar  school-boy  who  walked  along  by  the  files,  anxious  to 
identify  himself  in  some  manner  with  the  occasion,  was  moved, 
doubtless,  by  the  proud  expectation  of  being  himself,  some  day,  a 
High  School  boy,  to  find  it  perhaps  with  a  "good,  stiff  quadratic" 
before  him,  "not  all  his  fancy  pictured  it ; "  and  yet,  humble  though 
the  ambition  seem,  he  may  never  know  what  it  is  to  be  a  High 
School  boy,  and  what  it  is  to  solve  quadratics ;  and  this,  like 
many  another  boy-ambition,  may  go  down  in  the  whirl  of  a  busy 
world. 

When  the  procession  reached  Winter  Street,  the  escort  dressed 
to  the  right,  and  presented  arms,  while  the  senior  classes  were 
passing,  whose  members  could  not  but  be  pleased  with  the  intel- 
ligent faces  of  their  youthful  comrades. 

At  Music  Hall,  the  Brigade  band,  which  had  accompanied  the 
escort,  was  dismissed,  and  Gilmore's  band,  which  had  discoursed 
music  in  Faneuil  Hall  during  the  early  afternoon,  and  also  accom- 
panied the  march,  filed  to  their  places  on  the  platform. 

The  classes  then  entered  the  hall,  those  of  odd  years  by  the 
left  corridor,  and  those  of  even  years  by  the  right,  passing  through 
the  fifth  door  back  from  the  platform  on  each  side,  and  taking  their 
places  in  the  seats  on  the  floor  beginning  with  the  sixth  row  from 
the  front. 

The  older  classes  proceeded  to  their  places  with  sober  step  and 

quiet  mien,  while  a  more  boisterous  demonstration  announced  the 

approach  of  their  younger  brethren  ;  and  it  is  worthy  of  remark 

that,   after  the  counter-march    on    Beacon    Street,    the   younger 

4 


28 


classes  followed  the  older  successively  over  the  hill,  ascending  by 
Beacon  Street  and  descending  by  Park,  passing  at  the  summit  the 
State  House,  which  might  typify  the  goal  of  ambition,  even  as  in 
the  course  of  Nature  the  younger  will  follow  the  older  over  the 
hill  of  Life. 

The  rear  of  the  procession  was  brought  up  by  present  pupils  of 
the  school,  not  members  of  the  battalion,  being  excused  from  drill 
for  various  reasons,  and  who  marched  as  classes  under  the  leader- 
ship of  their  respective  marshals. 

The  battalion  filed  in  after  the  others,  and  occupied  the  five 
rows  of  seats  in  front  of  the  platform.  A  portion,  numbering 
about  eighty,  who  were  to  act  as  a  choir,  were  provided  with  seats 
at  the  back  of  the  platform.  On  the  platform  itself  were  seated 
the  Chaplain,  Orator,  and  Poet,  the  Committee,  and  many  dis- 
tinguished citizens,  among  whom  may  be  mentioned  the  following  : 

Governor  Claflin,  Mayor  Gaston,  Ex-Mayors  Norcross  (of  the 
class  of  1824),  and  Quincy,  Hon.  Henry  Wilson,  of  the  United 
States  Senate,  Hon.  Marshall  P.  Wilder,  Professor  J.  D.  Runkle, 
President  of  the  Institute  of  Technology,  Dr.  Samuel  Kneeland, 
Secretary  of  the  Institute,  Professor  F.  J.  Child  (of  the  class  of 
1827),  of  Harvard  University,  Thomas  R.  Gould  (of  the  class 
of  1831),  the  sculptor  of  Mr.  Sherwin's  bust,  General  Thomas 
Sherwin,  the  son  of  the  late  Head-Master,  Mr.  Geo.  B.  Emerson, 
the  first  Head-Master,  and  Mr.  Cumston,  the  present  Head-Master 
of  the  School,  Mr.  White,  Secretary  of  the  State  Board  of 
Education,  John  D.  Philbrick,  Superintendent  of  Schools  in 
Boston,  and  many  other  distinguished  men. 

The  galleries  were  filled  with  the  ladies,  friends  and  relatives 
of  the  past  pupils,  who  had  awaited  patiently  the  arrival  of  the 
procession,  and  who  had  been  shown  to  their  places  by  the  young 
gentlemen  of  the  first  class  of  the  Latin  School,  who  had  volun- 
teered to  act  as  Ushers  on  the  occasion.  The  bright  colors  of  the 
ladies'  dresses  contrasted  strongly  with  the  sombre  hues  of  the 
gentlemen  on  the  floor  of  the  house,  relieved  only  by  the  blue 


29 

badges  which  were  everywhere  visible,  and  by  the  white  hair 
of  the  elder  pupils.  It  was  remarked  by  many  upon  the  platform 
that  Music  Hall  was  never  filled  by  an  audience  of  greater 
apparent  intelligence. 

After  the  audience  was  seated,  and  the  Band  had  finished  the 
opening  Overture,  Mr.  John  B.  Babcock,  the  Chairman  of  the 
Committee  of  Arrangements,  introduced  the  presiding  officer  of 
the  occasion  in  the  following  address  :  — 

REMARKS    OF   MR.    JOHN   B.    BABCOCK. 

Fellow  Graduates,  Past  and  Present  Members  of  the  English  High  School : 

In  behalf  of  your  Committee  of  Arrangements  having  charge  of  the 
celebration,  I  welcome  you  here  to-day,  and  take  this  opportunity  to 
return  thanks  to  the  Chief  Marshal,  his  aids,  and  to  you,  Marshals  all,  for 
the  hearty  co-operation  and  generous  spirit  with  which  you  have  aided  us, 
and  which  has  been  so  essential  to  the  success  of  the  occasion.  In  view 
of  his  position  as  President  of  the  High  School  Association,  and  by  the 
courteous  invitation  of  this  Committee,  Mr.  Thomas  Gaffield  has  kindly 
consented  to  preside  at  the  celebration  of  this,  your  50th  birthday.  And  I 
would  here  add,  by  way  of  explanation,  that  when  gentlemen  are  intro- 
duced by  their  year  of  entering  this  school,  or  are  identified  by  their  class 
badge,  it  will  be  unnecessary  for  you  to  figure  up  their  present  age, 
because  they  were  all  precocious  boys,  and  entered  the  school  exceedingly 
young.  I  have  now  the  pleasure  of  presenting  Mr.  Thomas  Gaffield,  of 
the  class  of  1837. 

Mr.  Gaffield  then  introduced  the  Rev.  Samuel  B.  Babcock, 
D.  D.,  of  the  class  of  1821,  who  offered  prayer  in  the  following 
words,  the  audience,  at  the  request  of  the  chairman,  repeating  the 
Lord's  prayer  at  its  close  :  — 

PRATER   BY   THE    REV.    DR.    BABCOCK. 

Almighty  and  everlasting  God,  whose  providences  are  round  about  the 
children  of  men,  we  thank  Thee  for  all  thy  gracious  blessings  to  the  inhab- 
itants of  this  land :  for  our  churches,  our  schools,  and  for  all  institutions 
of  sound  learning,  and  for  the  prosperity  Thou  hast  granted  to  all  depart- 
ments of  honest  industry.  Especially  to-day,  on  this  first  jubilee  of  an 
institution  with  which  so  many  of  us  have  been  associated  in  the  years 
that  are  past,  do  we  bless  Thee  for  all  the  rich  memories  that  cluster  around 


3° 

us.  We  thank  Thee  for  the  honored  names  of  so  many  here  trained  for 
life's  duties  and  usefulness ;  for  the  lessons  of  integrity  they  have  taught 
in  commerce  and  in  trade,  and  in  whatsoever  position  Thou  hast  placed 
them.  We  thank  Thee  for  the  fidelity  and  success  that  have  distinguished 
the  teachers  of  this  institution.  May  those  yet  among  us  be  long  spared  to 
see  more  and  more  of  the  good  they  were  permitted  to  do.  Guide  by  thine 
own  counsel  those  now  in  office ;  and  bless,  we  humbly  pray  Thee,  all  the 
members  of  this  association,  whether  they  be  in  life's  opening  or  declining 
years.  At  home  or  abroad,  in  sorrow  or  joy,  in  adversity  or  prosperity, 
may  thy  heavenly  blessing  be  with  them  all,  and  may  the  good  Spirit  lead 
them  at  last  to  our  Father's  house,  the  house  not  made  with  hands,  eternal 
in  the  heavens.  We  commend  to  Thee,  Holy  Father,  the  future  of  this 
institution.  May  it  continue  to  send  forth,  for  long-coming  years,  faithful 
and  wise  men  to  fill  the  places  of  responsibility  and  honor  in  the  land. 
And  we  further  pray  for  thy  blessing  upon  the  solemn  act  we  are  to 
perform  this  day,  in  presenting  to  the  members  of  this  school  the  marble 
effigy  of  him  whom  so  many  of  us  delight  to  honor  for  his  fidelity  as  the 
teacher  and  the  friend.  And  give  all  his  pupils  an  earnest  spirit  to  copy 
his  virtuous  and  honored  life.  And  may  thy  blessing  and  peace  rest  upon 
the  family  of  thy  deceased  servant.  And  vouchsafe,  we  humbly  pray 
Thee,  thy  blessing  upon  thy  servant,  the  Chief  Magistrate  of  this  Com- 
monwealth, upon  the  Mayor  of  this  city,  and  all  in  authority  over  us,  and 
so  rule  their  hearts  and  strengthen  their  hands,  that  they  may  punish 
wickedness  and  vice,  and  maintain  thy  true  religion  and  virtue.  All  of 
which  we  ask  in  His  great  name,  who  hath  taught  us,  when  we  pray,  to 
say  —  "Our  Father  which  art  in  Heaven,  hallowed  be  thy  name.  Thy 
kingdom  come.  Thy  will  be  done  in  earth  as  it  is  done  in  Heaven.  Give 
us  this  day  our  daily  bread.  And  forgive  us  our  debts  as  we  forgive  our 
debtors.  And  lead  us  not  into  temptation,  but  deliver  us  from  evil ;  for 
thine  is  the  kingdom,  and  the  power,  and  the  glory,  forever.  Amen." 

The  President  then  addressed  the  assembly  as  follows  :  — 

Ladies  and  Gentlemen,  and  Fellowpupils  of  the  English  High  School: 

The  thoughts  inspired  by  this  occasion,  the  pleasant  memories  of  the 
past,  and  the  bright  hopes  of  the  future,  will  be  voiced  by  tongues  of 
eloquence  and  wisdom,  from  whose  utterances  I  will  not  long  detain  you. 
As  the  Presiding  Officer  of  the  Association,  under  whose  auspices  this 
interesting  Jubilee  was  inaugurated,  I  bid  cordial  welcome  to  you  all. 
Welcome  to  the  Governor  of  the  Commonwealth  which  had  the  honor  of 
establishing  the  first  system  of  free  schools  in  the  world.  Welcome  to 
the  Mayor  of  the  City,  and  his  worthy  associates ;  to  the  members  of  the 
School  Committee,  and  the  faithful  teachers,  past  and  present,  of  our 
High  and  Grammar  Schools.  Welcome  in  our  modern  Athens,  as  in 
ancient  days,  to  those  whose  smiles  give  added  zest  to  laurels  won  by 


fathers,  brothers,  sons  and  friends.  Welcome,  fellow-pupils  all ;  my 
classmates  of  thirty  years  ago,  the  battalion  of  happy  youth,  just  starting 
on  the  march  of  life,  and  you  whose  longer  journey  brings  the  hoary  head 
and  glistening  locks  of  age.  Coming  from  whatever  portion  of  our 
country  or  the  world,  as  we  listen  to  orator  and  poet,  and  recall  the  happy 
scenes  of  early  life,  let  us  all  be  Boston  boys  again.  Let  us  thank  God 
that  Faneuil  Hall,  ringing  in  the  olden  time  with  the  eloquence  of  the 
fathers  for  Liberty,  and  with  the  eloquence  of  their  sons  for  Education,  its 
bulwark  and  chief  corner-stone,  resounded  to-day  with  the  tread  of  new 
generations,  rejoicing  that  these  blessings  have  been  transmitted  to  us 
unimpaired.  And  may  our  hearts  echo  the  prayer  that  our  good  old 
school  may  be  blessed  in  the  future  as  in  the  past ;  blessed  in  its  devoted 
and  faithful  teachers,  and  blessed  in  its  pupils,  achieving  honor  and 
success  in  every  clime,  and  in  all  the  walks  of  public  and  of  private  life. 
May  it  live  for  good  to  the  youth  of  our  city,  and  be  a  centre  of  influence 
and  blessing  to  the  nation  and  the  world,  for  ages  to  come ;  and  may 
each  succeeding  Jubilee  behold  new  laurels  wreathed  around  the  brow 
of  Alma  Mater. 

But,  friends  and  fellow-pupils,  amidst  the  joyful  harmonies  of  this 
occasion,  one  minor  chord  must  now  be  touched.  We  miss  from  our 
happy  gathering  the  presence  of  the  accomplished  scholar,  the  successful 
teacher,  and  the  noble,  Christian  man,  who,  for  more  than  forty  years, 
was  identified  with  the  welfare  and  progress  of  our  beloved  school. 
When  the  idea  of  this  Anniversary  was  suggested,  at  a  meeting  of  the 
Government  of  the  Association,  I  vividly  recall  the  words  of  Mr.  Sherwin, 
"I  like  the  proposition,  I  hope  it  will  be  carried  out,  though  I  may 
not  be  with  you  then."  We  all  remember  how  soon  his  prophecy  became 
for  us  a  sad  reality,  and  how,  as  we  assembled  at  the  old  school-house, 
we  resolved  not  only  to  weave  our  chaplets  for  his  grave,  but  to  procure 
an  abiding  testimonial  in  memory  of  his  long  and  useful  life. 

As  Chairman  of  the  Memorial  Committee  then  appointed,  only  a  brief 
report  will  I  now  present.  After  due  consultation  with  the  past  pupils, 
it  was  decided  to  found  a  scholarship  in  the  Institute  of  Technology,  and 
to  place  a  bust  and  tablet  in  the  school-room.  By  the  untiring  industry 
of  Mr.  Charles  F.  Wyrnan,  the  Treasurer  of  the  Committee,  seconded  by 
the  faithful  Secretary,  Mr.  W.  H.  Moriarty,  and  by  the  generous  and 
continued  contributions  of  the  classmates  and  friends  of  Mr.  Sherwin, 
and  of  the  pupils  and  teachers  of  the  High  School  from  all  parts  of  our 
country,  and  from  distant  shores,  the  Committee  will  soon  complete  their 
work. 

As  Mr.  Sherwin  labored  earnestly  for  the  foundation  and  subsequent 
progress  of  the  Institute  of  Technology,  and  always  regarded  it  and  the 
Public  Library  as  supplementary  institutions  to  our  Public  Schools  in  the 
grand  system  of  instruction  afforded  to  the  youth  of  the  City,  it  is 
pleasant  to  announce,  that  the  first  free  scholarship  in  the  Institute, 
under  indentured  papers,  will  be  named  in  his  honor,  the  "Thomas 
Sherwin  Scholarship,"  —  the  requisite  sum  of  five  thousand  dollars  having 


32 


already  been  obtained, — and  that  its  benefits  will  always  be  enjoyed  by 
some  worthy  graduate  of  the  English  High  School. 

By  the  prompt  work  and  consummate  skill  of  the  distinguished 
sculptor,  Thomas  R.  Gould,  a  pupil  of  the  class  of  1831,  who,  coming 
from  his  studio  at  Florence,  we  gladly  greet  to-day,  the  other  part  of  our 
duty  has  been  accomplished.  We  now  ask  that  the  artist's  work  be 
unveiled  to  your  expectant  eyes,  by  Mr.  Emerson,  the  life-long  friend 
of  Mr.  Sherwin,  and  by  Mr.  Cumston,  his  honored  and  able  successor,  the 
first  and  present  Head  Masters  of  the  School. 

When  the  Bust  was  unveiled  by  the  two  Head  Masters,  the  whole 
audience  arose.  Mr.  Gaffield  then  resumed  :  — 

It  is  not  for  us  to  utter  the  word  of  eulogy,  so  well  and  truly  spoken 
on  another  occasion  by  the  poet  of  to-day.  The  City  Council  having 
voted  to  prepare  a  proper  niche  in  the  High  School  Building  for  the 
reception  of  the  bust,  there  remains  only  the  duty  of  calling  upon  the 
present  Head  Master  to  accept  the  charge  of  this  precious  memorial  of  our 
beloved  teacher. 

As  you,  sir,  and  your  faithful  associates,  behold  this  finely  sculptured 
face,  may  it  recall  something  of  his  radiant  countenance,  more  radiant 
with  love  and  wisdom  as  he  advanced  in  years ;  and  may  it  fill  your  soul 
with  an  earnest  desire  to  emulate  his  noble  life.  May  you  ever  cherish  the 
same  honest  pride  which  he  felt  in  upholding  the  high  character  of  our 
honored  school.  May  you  always  remember,  as  he  did,  to  behold  in  every 
pupil  not  only  a  mind  to  be  taught  for  the  duties  and  cares  of  earth,  but  a 
soul  to  be  fitted  for  immortality.  And  may  the  pupils  in  all  coming 
time,  as  they  look  upon  this  pure  image  of  a  pure  man,  and  read  the  record 
of  his  long  and  useful  life>  be  inspired  with  new  devotion  to  truth  and 
duty.  While  they  strive  to  be  accomplished  scholars,  may  they  seek, 
first  of  all,  to  become  noble,  Christian  men.  And  may  we  all,  as  we 
listen  to  his  spirit,  seeming  to  speak  to  us  now  from  these  silent  lips,  so 
ponder  the  lessons  of  his  example  and  the  recollections  of  this  interesting 
Anniversary,  that,  when  we  can  no  more  teach  or  study  in  these  schools 
of  earth,  and  no  more  learn  in  the  great  school  of  life,  we  may  be  fitted, 
as  he  was,  for  the  higher  school  of  Heaven. 

Mr.  Curaston  responded  as  follows  :  — 

Mr.  President :  — 

In  accepting  the  charge  of  this  token  of  the  most  distinguished  honor 
that  has  hitherto  been  bestowed  upon  a  beloved  teacher,  I  cannot  but 
respond  to  the  sentiments  which  you  have  so  eloquently  expressed. 

We  who  were  associated  with  Mr.  Sherwin  were  best  able  to  see  those 
traits  which  have  so  endeared  him  to  his  pupils.  You  can  be  well  assured, 


33 

sir,  that  his  example  will  stimulate  us  all  to  exert  ourselves  to  the  utmost 
to  maintain  the  honor  and  promote  the  usefulness  of  the  school  which  is 
so  much  indebted  to  him  for  its  present  proud  pre-eminence. 

At  the  conclusion  of  Mr.  Cumston's  address,  the  band  played 
Pleyel's  Hymn,  and  the  audience  again  arose.  The  -choir  then 
sang  the  following  original  hymn  :  — 

IN  MEMORIAM. 

MUSIC    BY    JULIDS    EICHBERG. 

When  the  soft  radiance  of  the  rising  moon 
Dispels  the  gathering  shadows  of  the  night, 

Then  mourn  we  less  the  absence  of  the  sun, 
As  she  transmits  to  us  his  borrowed  light. 

So  by  the  Sculptor's  art  and  loving  skill," 

Behold  reflected  from  the  willing  stone 
The  quickening  intellect,  the  steadfast  will, 

The  interest  keen  that  in  the  Master  shone. 

O  Memory !  guardian  of  the  vanished  past, 
Recall  in  that  soft  light  each  look,  each  tone, 

And  keep  within  each  heart  the  spell  once  cast 
By  that  dear  presence  then,  as  now,  our  own. 

The  President  then  introduced  the  Poet  of  the  occasion  in  the 
following  remarks :  — 

I  know  that  I  speak  the  feelings  of  all  your  hearts  in  giving  warm 
welcome,  as  the  Poet  of  to-day,  to  one  who  commands  the  respect  of  his 
fellow  citizens  by  his  zeal  in  every  good  word  and  work,  and  will  be 
remembered  with  peculiar  regard  by  every  pupil  of  the  High  School  for 
his  faithful  efforts  in  the  cause  of  education,  for  his  love  of  Alma  Mater, 
and  for  his  affectionate  tribute  to  the  memory  of  the  sainted  teacher, 
whose  virtues,  as  he  pictured  them,  seem  to  shine  out  from  these  marble 
features,  and  shed  a  benediction  on  our  gathering. 

I  have  the  pleasure  of  introducing  Rev.  Robert  C.  Waterston,  a  pupil 
of  the  class  which  graduated  in  1828. 

The  Poem,  which  was  admirably  delivered,  will  be  found  else- 
where in  this  volume.  It  held  the  close  attention  of  the  large 
assemblage,  throughout ;  its  humorous  as  well  as  its  pathetic 


.34 

passages  were  thoroughly  appreciated,  as  were  evinced  by  the 
applause  they  elicited,  and  which  also  greeted  the  speaker  at  its 
close. 

The  President  then  stated  the  facts  in  regard  to  the  award  of 
the  prize  banner,  when  three  cheers  were  given  for  the  class  of 
1821.  The  old  class  had  indeed  done  nobly,  not  only  in  turning 
out  twenty-eight  of  its  members,  but  in  furnishing  the  Orator, 
Chaplain,  and  Chief  Marshal  of  the  occasion.  The  interest  was 
still  further  heightened  by  the  presence  of  their  teacher,  the 
vigorous,  though  venerable,  George  B.  Emerson,  who  occupied  a 
conspicuous  position  on  the  platform,  next  the  present  Head 
Master,  and  the  allusions  to  whom,  by  the  poet,  as  subsequently 
by  the  orator,  were  greeted  by  the  audience  with  a  warmth  of 
applause  which  showed  how  highly  they  prized  his  presence  at  the 
celebration. 

The  choir  then  sang  the  Choral,  "  Deck  Thyself  my  Soul,"  by 
Johann  Kruger.  1649. 

The  President  then  introduced  the  Orator  of  the  occasiou,  as 
follows  :  — 

The  first  class  of  our  School,  —  almost  the  banner-class  to-day,  giving 
us  our  efficient  Chief  Marshal,  and  the  worthy  Chaplain,  —  now  presents, 
for  the  Orator  of  this  occasion,  one  of  its  most  accomplished  graduates, 
one  of  our  most  noble  merchants,  whose  mercantile  genius  and  enterprise 
are  household  words  in  our  community,  whose  benevolence  and  public  spirit 
are  illustrated  in  the  Free  Library  established  in  the  neighboring  town  of 
his  abode,  who  has  worthily  served  his  country  in  the  halls  of  Congress, 
and  who  will  honor  himself  and  our  school  by  his  wisdom  and  eloquence 
to-day. 

I  have  the  pleasure  of  introducing  to  you  the  Hon.  J.  Wiley  Edmands, 
of  the  class  of  1821. 

Mr.  Edmands,  who  was  greeted  with  applause,  then  read  an 
eloquent  and  thoughtful  Oration,  which  will  be  found  in  its  appro- 
priate place. 

The  Oration  was  fully  appreciated  by  all  who  had  the  privilege 
of  hearing  it,  and  was  frequently  interrupted  with  applause. 


35 

The  following  original  hymn,  to  the  tune  of  "  Auld  Lang  Syne," 
was  sung  by  the  choir  and  the  audience,  at  the  close  of  Mr. 
Edmands's  oration :  — 

1821  —  1871. 

Full  fifty  years  have  passed  away, 

With  all  their  hopes  and  fears, 
And  Alma  Mater,  born  that  day, 

A  matron  now  appears. 
We  children  hail  her  noonday  light, 

Long  may  its  radiance  shine  1 
And  "keep  our  memories  green"  and  bright 

With  thoughts  of  Auld  Lang  Syne ! 

And  while  her  natal  day  we  greet, 

We  trust  that  fifty  more 
Will  bring  new  trophies  to  her  feet, 

New  harvests  to  her  store. 
Children  unborn  shall  hail  her  light, 

And  see  her  glory  shine, 
And  future  hearts  will  feel  delight 

In  thoughts  of  Auld  Lang  Syne. 

The  lessons  garnered  from  her  love 

Still  in  our  hearts  remain ; 
We  '11  strive  to  make  our  actions  prove 

They  were  not  learned  in  vain. 
And  living  worthy  of  her  light 

In  us  that  light  shall  shine, 
And  keep  her  name  a  presence  bright 

In  thoughts  of  Auld  Lang  Syne ! 

At  the  close  of  the  hymn,  the  following  Benediction  was  pro- 
nounced by  the  Rev.  S.  K.  Lothrop,  D.D.,  Chairman  of  the 
Sub-Committee  on  the  English  High  School:  — 

"Now,  Brethren,  may  we  depart  in  peace,  with  hearts  grateful  for  all 
the  pleasant  memories  and  associations  that  have  this  day  been  awakened, 
full  of  all  holy  and  earnest  aspirations  for  future  fidelity  to  duty  and 
opportunity,  and  may  the  blessing  of  the  Lord  our  God  be  upon  us  and 
all  our  highest  and  best  interests,  as  it  was  upon  our  fathers,  through 
Jesus  Christ  our  Lord." 

It  was  about  seven  o'clock  when  the  exercises  were  closed. 
The  sunlight  which  had  streamed  brightly  through  one  of  the  western 


36 

casements  along  the  eastern  wall,  striking  down  even  to  the  gal- 
leries in  the  full  tide  of  the  opening  exercises,  had  faded  away  and 
disappeared  long  before  their  conclusion.  A  basket  of  beautiful 
flowers,  which  had  stood  at  the  left  of  the  speakers,  was  now 
surrounded  with  hands  eager  to  pluck  from  it  some  fair  memento 
of  an  occasion  which,  unlike  the  ephemeral  charm  of  their  sweet 
perfume  and  bright  color,  will  remain  a  fadeless  memory. 

"  No  school  to-morrow"  were  the  glad  tidings  conveyed  in  the 
gleeful  tones  of  a  youthful  voice  across  the  platform,  whose 
possessor  thus  secured  unintentionally  the  honor  of  giving  the  last 
public  utterance  of  the  occasion. 

A  pleasant  evening  was  settling  down  upon  a  glorious  day  when 
the  last  of  the  assemblage  emerged  from  the  hall.  The  grammar 
school-boy  who  had  watched  the  procession  in  the  early  afternoon 
had  long  since  hied  to  his  home.  Some  of  the  participants, 
anxious  to  view  the  last  scene  in  the  Celebration,  lined  the  side- 
walks on  "Winter  Street,  where  the  battalion  of  schoolboys  was 
drawn  up.  The  captains  called  off  their  companies,  the  line 
wheeled  into  column,  and,  with  a  quick  step,  set  out  for  their 
armory.  The  Celebration  was  over. 


The  success  of  the  Celebration  suggests  its  probable  repetition 
in  1921,  wrhen  the  lapse  of  a  century  from  the  formation  of  the 
school  will  naturally  call  its  friends  together  again  to  unite  to 
commemorate  its  progress. 

Any  plan  which  may  have  existed  for  the  merging  of  our 
school  in  any  other,  will  fade  away  before  the  prestige  of  the 
recent  gathering  and  the  strong  interest  manifested  in  its  perpetuity 
and  welfare  by  its  many  prominent  and  influential  sons. 

Considering,  in  human  affairs,  the  influence  of  successful  pre- 
cedents, the  next  occasion  will,  very  likely,  be  a  near  repetition  of 


37 

the  last.  At  all  events,  nothing  will  prevent,  at  that  future  time, 
an  appropriate  festival,  unless  it  be  the  decay  of  the  city  by  which, 
for  fifty  years,  the  school  has  been  cherished  and  supported,  or  of 
the  system  of  which  it  is  so  fair  an  ornament. 

If,  however,  the  tendency  of  population  to  commercial  and 
manufacturing  centres  continues  during  the  next  fifty  years  as  it 
has  during  the  past,  and  if  our  city  partakes  of  the  general  pros- 
perity of  our  country  and  of  the  world,  and  preserves  the  ratio  of 
increase  which  its  history  hitherto  exhibits,  there  is  every  reason 
to  believe,  indeed,  from  the  promises  it  must  be  certain,  that,  in 
1921,  more  than  a  million  inhabitants  will  be  within  the  municipal 
limits,  and  the  school  membership  will  be  increased  accordingly. 

As  to  the  other  contingency,  the  decay  of  our  educational 
system,  the  signs  about  us  indicate  a  growth,  and  not  a  decline. 
In  process  of  time,  this  system  will,  no  doubt,  undergo  many 
changes  ;  but  none  is  within  our  present  range  of  vision  by  which 
an  institution  like  our  High  School  is  lively  to  lose  its  identity. 

Considering,  moreover,  how  slowly  in  educational  matters 
revolutions  are  effected,  there  seems  no  reason  to  believe  that,  fifty 
years  hence,  the  general  plan  pursued  at  the  school  will  differ  very 
materially  from  that  which,  in  the  present  and  in  the  past,  has 
been  so  effectual  in  establishing  its  renown. 

Conceding,  then,  the  probable  celebration,  in  1921,  of  the  cen- 
tennial anniversary  of  the  formation  of  the  school,  we  are 
conscious  of  a  melancholy  emotion  when  we  reflect  that,  of  all  so 
lately  assembled,  teachers  and  pupils,  past  and  present,  and  the 
fair  relatives  and  friends  whose  smiles  gave  so  sweet  a  charm  to 
the  occasion,  how  few  will  be  able  to  participate  in  the  next, 
and  that  so  many  will  have  tottered  down  life's  decline  and  passed 
away  long  before  its  arrival. 

Still,  to  our  surviving  comrades  and  friends,  and  to  the  future 
pupils  of  the  school,  we  extend,  through  the  long  interval  of  years, 
a  cordial  sympathy.  We  hope  that  smiling  skies  will  bend  to 
greet  them,  and  pleasant  surroundings  enhance  their  happiness, 


and  believe  that  those  then  present  who,  bending  under  the  weight 
of  years,  shall  be  able  to  look  back  to  the  second  of  May,  1871, 
will  find  that  "  the  tender  grace  of  a  day  that  is  dead"  may  come 
back  again. 


NOTE.  —  The  preceding  narrative  is  from  the  pen  of  Mr.  WILLIAM  H. 
MOKIAKTY,  Secretary  of  the  English  High  School  Association. 


POEM, 


BY 


REV.   ROBERT   C.   WATERSTOK 


POEM. 


Comrades  and  friends,  mysterious  power 

Is  centred  in  this  sacred  hour^ 

Forming  a  tie  no  force  can  part, 

Binding  us  closely,  heart  to  heart ; 

Shoulder  to  shoulder  here  we  stand* 

Thought  linked  to  thought,  hand  clasped  in  hand  ; 

So  bring  we  up  with  smiles  and  tears  $ 

The  memories  of  by-gone  years, 

With  smiles,  for  pleasant  jokes  and  plays, 

Which  gladdened  us  in  boyhood's  days  ; 

With  tears,  at  thought  of  some  still  dear, 

The  youthful  friends  no  longer  here. 

Flight  of  time  we  *11  not  deplore^ 
For  we  all  are  "  boys  "  once  more  I 
Oldest  or  youngest,  we'll  not  say, 
No  one  shall  tell  tales  to-day  ! 
Though  your  hair  were  white  as  snow, 
It's  only  powdered  for  a  show  ; 
Those  aged  looks  cannot  deceive 
You  playfully,  but  make  believe  ; 
Though  perfectly  you  play  your  part, 
One  sees  how  young  you  are  —  at  heart ; 
Here  have  we  found,  in  very  truth, 
The  fountain  which  renews  our  youth  ! 


42 


Your  Poet,  too,  may  well  feel  glad 

To  know  that  he  is  but  a  lad ; 

Who  trusts  that  riper  years  may  show  him 

How  he  could  write  a  better  Poem, 

Which  might,  perchance,  with  bloom  perennial, 

Be  ready  for  the  next  Centennial  1 

Ah,  friends,  what  changes  we  have  known, 
Many  and  strange,  as  the  years  have  flown  I 
Does  it  all  seem  the  same,  as  we  pace  up  and  down 
The  familiar  walks  of  this  dear  old  town  ? 

In  the  good  old  times  every  place  could  be  found, 
For  all  we  need  do  was  to  go  round  and  round ; 
You  could  n't  go  wrong,  —  when  you  lost  your  track, 
If  you  kept  right  on,  you  were  sure  to  come  back ! 
Now,  the  crooked — is  straightened  on  every  side, 
And  that  which  was  narrow  —  is  stately  and  wide : 
We  make  no  complaint,  let  them  do  as  they  will, 
While  the  good-natured  taxpayers  settle  the  bill ! 
As  you  stand  on  the  Common,  look  westward,  and  say, 
Where  now  will  you  find  the  old  Back  Bay  ? 
The  quaint  gable-roofs, — -do  you  see  them  still? 
Where  now  is  the  Mall  on  the  old  Fort  Hill? 
Rope-walks  and  wind-mills  no  more  meet  the  sight, 
While  hotels  and  markets  are  wheeled  left  and  right. 
As  they  fill  up  the  hollows,  it  is  not  surprising 
That,  to  those  who  reside  there,  real  estate  should  seem  rising ! 

What  changes  have  come !     Ah,  those  were  the  days 
Of  the  old  stage-coach,  and  the  one-horse  chaise ! 
Our  fathers  had  then  not  yet  got  the  notion 
Of  putting  a  telegraph  under  the  ocean  ! 

Now,  men  travel  the  globe  as  if  they  could  span  it, 
And  talk  in  a  whisper  all  round  the  planet ; 


43 


The  dullest  of  mortals,  though  you  would  not  expect  it, 
When  he  speaks  by  telegraph,  becomes  electric  ! 
If  I  could  but  utter  this  Poem  by  "  wire," 
Every  word  would  seem  written  in  letters  of  fire  ! 

I  almost  wish,  — though  it  might  have  seemed  queer,  — 
I  had  brought  a  galvanic  battery  here  ! 

And  now  let  me  say  to  you,  Mr.  Chairman, 
That,  in  some  respects,  you  are  hardly  a  fair  man, 
For  my  anxious  fears  you  had  hardly  a  care,  man. 

You  said  with  elation, 
That  you  had  secured  a  first-class  oration  ; 
I  do  not  affirm  you  did  anything  slyly, 

Though  I  think  in  your  thought  there  was  much  that  was  Wiley  ! 
We  shall  soon  see  your  wisdom  by  what  we  have  heard, 
When  with  every  description  our  souls  shall  be  stirred, 
While  our  hearts  will  be  thrilled  by  each  eloquent  word. 

Then,  without  delay,  Sir, 

You  went  on  to  say,  Sir, 

That  as  for  a  Poem  there  could  be  no  evasion, 
And  I  must  be  ready  to  meet  the  occasion ; 
For  my  apprehensions  you  extended  no  pity, 
I  had,  nothing  to  do,  but  obey  the  Committee ! 
So  here,  as  a  school-boy,  I  take  my  stand, 
And  do  what  I  may  to  meet  the  command. 

Then  O  let  me  see,  by  the  smile  on  your  faces, 
That  my  lines  have  fallen  —  in  pleasant  places  ! 


Last  Summer  I  left  the  old  Bay  State, 

To  travel  by  rail  to  the  Golden  Gate. 

In  our  boyish  days,  what  journey  were  harder 

Thau  the  Rocky  Mountains  and  the  Sierra  Nevada? 


44 


There  was  not  there  then,  so  much  as  a  mail  road, 
Now  we  dart  over  snow-covered  summits  by  railroad  ; 
Plains,  prairies,  and  deserts  we  leave  far  behind  us, 
In  strange  Mormon  cities  companions  might  find  us  ! 
Now,  we  look  out  over  regions  of  snow, 
Now,  wind  amid  tropical  valleys  below  ; 
What  surpassing  marvels  and  wonders  one  sees 
In  Yo-Semite  valleys  and  Mammoth  Trees  ! 

[Fit  temple,  this,  with  the  Heavens  o'er  us, 

For  Handel's  Hallelujah  Chorus  !] 

You  may  think  it  is  time  that  our  thoughts  should  be  turning 
To  the  theme  now  before  us,  —  Institutions  of  Learning  ; 
Well,  there  they  are  planting  the  best  seeds  of  knowledge, 
And  richly  endowing  the  school  and  the  college  ; 
While  each  thought  wanders  here,  for  the  impulse  it  prizes, 
Looking  back  to  the  land  where  the  morning  sun  rises ! 


I  have  journeyed  far  beneath  foreign  skies, 
No  land  like  our  own  has  yet  met  my  eyes  ; 
Here,  the  widest  diffusion  of  comfort  we  find, 
Prosperity  based  upon  culture  of  mind. 

Not  here  the  proud  palace  where  royalty  waits, 
Not  old  Feudal  castles  with  princely  estates  ; 
Not  belted  knights  with  their  courtly  manners, 
In  baronial  halls,  with  escutcheons  and  banners. 

Not  show  and  romance  with  its  ancient  splendor, 
Where  an  ignorant  peasantry  homage  render, 
But  a  People  —  who  crave  the  right  to  learn, 
The  skill  to  judge,  and  the  power  to  discern. 


45 


A  People  —  who  ask  for  an  honest  rule, 
And  who  prize  above  all,  the  Home  and  the  School ; 
Where  Heaven's  gifts  around  like  the  sunbeams  pour, 
And  the  road  of  knowledge  runs  right  by  each  door. 

Here  in  New  England,  the  poorest  who  live, 
May  enjoy  the  best  teaching  the  State  can  give  ; 
This,  star-like,  flames  over  life's  early  morn, 
A  priceless  boon  to  each  child  that  is  born. 

The  village  school-house,  shaded  by  its  trees, 
Sends  forth  a  murmur,  like  the  hum  of  bees ; 
There  'neath  the  blessed  light  of  love  and  truth, 
Beautiful  childhood  blossoms  into  youth. 

Turn  to  the  city,  with  its  thousand  homes, 

Its  stately  temples  and  its  spacious  domes  ; 

Mid  boundless  wealth,  what  should  be  treasured  most, 

As  her  chief  glory  and  her  proudest  boast  ? 

Kindling  with  joy,  the  patriot  spirit  burns, 
While  to  her  SCHOOLS  in  Christian  faith  she  turns ; 
What  worthier  field  demands  the  statesman's  care  ! 
Ages  to  come  receive  their  impress  there. 

Pervert  but  these,  —  with  bitterest  curses  dread, 
The  stream  is  poisoned  at  its  fountain-head ! 
Pervert  but  these  —  like  the  decree  of  fate, 
You  sap  the  deep  foundations  of  the  State ! 

In  wisdom  watch,  with  struggling  hope  and  fear, 
The  seeds  of  empire  which  are  garnered  here ; 
In  wisdom  watch,  — no  tongue  of  man  has  told 
The  vast  results  which  may  from  thence  unfold ! 


Here  is  a  Loom  which  weaves  with  threads  of  thought ; 
Through  warp  and  woof  each  deathless  hue  is  wrought ; 
Here  Mind  is  formed  ;  —  and  here  direction  given, 
Which  may  go  onward,  even  into  Heaven  ! 


Who  is  the  Faithful  Teacher?     He  whose  heart 

Is  ever  in  his  work  ;  who  leaves  no  part 

Of  duty  unfulfilled  ;  who  throws  his  soul 

Into  each  act,  till  he  inspires  the  whole ! 

Not  quantity  but  quality  he  asks  ; 

A  cheerful  offering,  and  not  servile  tasks. 

Duty  with  him  is  no  ignoble  strife, 

His  joyous  spirit  overflo\vs  with  life, 

And  the  glad  sunshine  of  his  nature  streams 

Around,  till  all  are  kindled  by  its  beams. 

Ideas  and  principles  by  him  are  taught, 

Not  isolated  facts,  but  living  thought. 

And  more,  far  more,  —  with  him  the  loftiest  plan, 

Is  that  which  forms  the  noblest  type  of  MAN  ! 

That  which  shall  stand  the  test  of  future  hours, 

In  balanced  will  and  well-directed  powers. 

Is  such  a  picture  all  ideal  ? 
Or  has  life  made  the  image  real  ? 
Ah,  friends,  to  us  assembled  here 
Such  thought  recalls  a  memory  dear  ; 
Bound  up  within  our  heart  of  hearts, 
And  cherished  still  till  life  departs  ; 
And  even  then,  that  sacred  love 
We  '11  cling  to,  in  the  realms  above  ! 


47 


Think  of  that  character,  —  so  just,  — 

And  gaze  on  yonder  marble  bust ! 

That  placid  look,  that  noble  brow, 

Those  lips,  —  Oh  could  they  speak  but  now  ! 

That  simple  majesty  of  frame  ; 

That  marble,  snow-white,  like  his  fame  ; 

Around  it  gather,  Age  and  Youth, 

To  honor  him,  who  honored  truth. 

The  artist's  marvellous  skill  has  brought 
His  very  look,  —  his  hope,  —  his  thought  : 

Thus  may  this  marble  stand, 
A  power  and  influence  in  the  land  ! 
So  may  it  endless  good  impart, 
And  quicken  every  generous  heart ! 

4  •  .  «  . 

It  needs  no  words,  this  breathing  stone, 
It  hath  a  language  of  its  own,  — 
That  heavenly  look,  so  calm,  so  clear, 
It  sheds  a  benediction  here  ! 

MILES,  EMERSON,  AND  SHERWIN,  —  honored  names, 

Each,  ever  faithful,  worthy  tribute  claims. 

Two  have  departed,  —  one  is  here  this  day, 

To  take  the  homage  which  we  gladly  pay  ; 

One  of  the  noblest  teachers  of  his  time, 

Thank  God  he  lives,  fresh  as  in  manhood's  prime ; 

May  Heaven  upon  him  richest  favors  shower, 

And  crown  with  blessings  every  passing  hour ! 

This  School,  it  knows  no  page  of  mystery, 
Open  and  clear  is  all  its  history  ; 
Goodness  and  honor  have  marked  its  way, 
Its  annals  are  bright  as  the  light  of  day. 


Here  thousands  have  gathered  that  true  education 
Which  gladdens  the  State,  and  rejoices  the  Nation. 
Oh  long  be  it  thus  its  good  fortune  to  stand, 
The  pride  of  our  city,  the  joy  of  the  land ! 

Now,  as  boys,  we  see  all  in  their  studies  engrossed ; 
Soon,  as  merchants  and  statesmen,  each  stands  at  his  post ; 
First  comes  the  effort  of  duly  preparing, 
Then  follows  the  struggle  of  doing  and  daring. 
The  seed-time  demands  our  most  dutiful  care, 
The  wealth  of  the  harvest  is  manifest  there  ; 
The  rivers  of  wisdom  commence  here  their  flow, 
The  blessings  they  scatter  no  mortal  may  know ! 


How  silent,  and  softly  the  years  glide  away, 
Like  the  gentle  breath  of  a  summer's  day ! 
Yes,  —  but  have  we  ne'er  watched  the  appalling  form 
Of  tempest,  and  torrent,  and  rushing  storm? 
The  darkening  eclipse,  the  blinding  flash 
Of  lightning,  mid  the  terrible  thunder's  crash  ? 

Was  it  not  even  so, 

When  the  rebel  foe 

Trampled,  in  hate,  on  the  nation's  law, 
And  the  country  was  torn  by  civil  war  ? 

When  a  deadly  hand 

Was  lifted  to  smite  at  the  life  of  the  land  ? 
When  honor  and  justice  and  freedom  were  mocked, 
And  the  deepest  foundations  of  all  things  rocked? 

When  the  sea  and  the  shore, 

Heard  the  cannon's  roar ; 

And  insults  were  heaped  upon  everything  just, 
While  the  flag  of  the  nation  was  dragged  in  the  dust. 


49 


Then  each  patriot  heart  with  intensity  beat, 
While  the  brave  and  the  fearless  sprang  to  their  feet, 
Resolving  alike  death  and  danger  to  meet, 
In  defence  of  the  true  and  the  right ! 

In  that  struggle  and  strife 

For  the  nation's  life, 
Mid  the  thousands  who  joined  in  the  fray  and  the  fight, 

There  were  none  more  true, 

Than  the  gallant  few, 
Who  in  boyhood  mingled  here  ; 
To  none  was  the  nation's  flag  more  dear, 

As  o'er  battlefields  they  trod ; 
In  the  darkest  hour  they  knew  no  fear, 
Their  hearts  were  filled  with  a  lofty  cheer, 
Not  a  murmur  they  uttered,  they  breathed  not  a  sigh, 
They  were  willing  to  suffer,  and  willing  to  die, 
For  their  country  and  their  God  ! 

On  this  festal  day, 
Grateful  homage  we  pay, 

To  the  loyal  and  true 
Who  were  faithful  through  all  to  the  Red,  White,  and  Blue  ! 


Comrades  and  friends,  in  life's  maturest  age, 
Advanced  in  years,  yet  ready  to  engage 
In  all  life's  stirring  duties,  with  a  zeal 
Which  makes  us,  as  we  see  you,  younger  feel ; 
Long  may  you  live  to  take  the  foremost  part, 
The  fire  of  youth  still  kindling  in  your  heart ! 

How  short  the  time  since  first  you  spread  your  sail 
Upon  life's  sea,  unmindful  of  the  gale  ; 


5° 


Youth's  sheltered  harbor  left,  without  dismay, 
Through  dashing  surge,  you  took  your  fearless  way  ; 
I  hear  e'en  now,  borne  by  the  breeze  along, 
Each  inch  of  canvas  spread,  this  rapturous  song ! 
It  tells  us  how,  mid  shades  of  night, 
To  guide- your  way,  to  cheer  your  sight, 
There  always  burned  a  Beacon  Light. 


We  gaze  o'er  the  wave,  with  a  joyous  emotion, 

Beholding  the  light-house  that  shines  from  afar, 
As,  o'er  the  smooth  plain  of  the  slumbering  ocean, 

It  sends  forth  its  beams  like  a  Heaven-lighted  star : 
So  in  moments  of  bliss  and  in  calm  hours  of  feeling, 

When  joy  knows  no  shadow,  and  passion  no  strife, 
Heaven  shines  o'er  our  path,  future  pleasures  revealing, 

Lighting  up  with  its  smile  the  great  ocean  of  life. 

But  look  !  the  dark  tempest  in  fury  is  lashing, 

O'er  bleak  rocks  and  sand-bars,  the  foam-crested  wave, 
Yet  there  stands  the  light-house,  while  wild  waves  are  dashing, 

Its  beacon-fires  flashing,  to  warn  and  to  save  : 
Even  thus  does  kind  Heaven  in  mercy  befriend  us, 

Its  bright  splendors  streaming  through  sorrow's  pale  night, 
In  peace  and  in  peril  its  succor  to  lend  us, 

Pouring  down  through  the  darkness  unquenchable  light. 


One  word  I  would  speak  to  those  in  life's  prime : 
[Perhaps  no  one  here  has  passed  out  of  that  time !] 
Think  not  that  now,  we  have  such  tranquil  hours, 
That  nothing  is  left  to  try  men's  powers. 
There  is  work  for  all !     Let  each  be  up  and  doing  ! 
Hark  to  the  voice  which  is  each  mind  pursuing ! 


Look  around  thee  !     Say  how  long 
Shall  the  earth  be  ruled  by  wrong? 
When  shall  error  flee  away? 
And  this  darkness  turn  to  day  ? 

When  will  evil  from  the  soul 
Render  back  its  dread  control  ? 
When  shall  all  men  duty  see  ? 
And  the  world  be  pure  and  free  ? 

Rouse  thee  for  the  mental  strife  ! 
Gird  thee  for  the  task  of  life  ! 
With  the  sword  and  with  the  shield, 
Forward  to  the  battle-field  ! 

44  On  !  "  a  thousand  voices  cry, 
Through  the  earth  and  from  the  sky ; 
"  Up  !  "  Heaven's  light  is  on  thy  brow  ! 
Let  thy  work  be  HERE  and  NOW  ! 


To  the  Undergraduates  let  me  say, 
Make  this  memorable  day 
An  era  in  your  career, 
Whose  influence  shall  deepen  year  by  year. 

Vow  before  God  that  this  school  shall  stand, 
Second  to  none  in  all  the  land  ; 
Guard  it  and  shield  it  from  every  harm, 
Protect  and  defend  it  with  your  right  arm  ; 

7 


Should  evil  and  wrong  its  position  assail, 

Stand  by  it,  as  clothed  in  triple  mail ; 

But  feel,  that  the  best  defence  in  the  strife, 

Will  be  the  scholar's  unblemished  life. 

Do  you  cherish  its  name,  and  honor  its  rule  ? 

Feel  that  —  as  are  the  scholars,  even  such  is  the  school ; 

Represent  in  your  life  —  what  is  truest  and  best,  — 

All  friends  of  good  learning  will  take  care  of  the  rest. 

Think  not  each  generous  deed  has  yet  been  done, 
Or  truth's  diviner  summits  all  been  won  ; 
Let  light  and  love  their  splendor  shed  for  you, 
So  boundless  realms  shall  open  to  your  view. 
Duty  can  greatness  give,  to  every  time, 
And  make  TO-DAY  both  glorious  and  sublime. 

Along  the  dryest,  dustiest  walk  of  earth, 

The  noblest  powers  may  struggle  into  birth  ; 

Mid  toil  and  trial,  some  great  work  fulfil, 

With  lofty  purpose  and  heroic  will ! 

Pursue  the  path  by  truth  and  virtue  trod, 

True  to  yourselves,  your  country,  and  your  God ! 


When  Israel's  host,  in  days  of  old, 
Had  reached  in  joy  a  place  of  rest, 

They  to  their  children's  children  told 

How  righteous  Heaven  their  sires  had  blest ; 

That  God  had  led  the  appointed  way, 

In  fire  by  night,  in  cloud  by  day. 


53 


Thus  even  now,  O  Lord,  WE  stand, 
And  gladly  count  thy  blessings  o'er, 

Guarded  and  guided  by  Thy  hand, 
Thy  sovereign  love  we  would  adore  ; 

Be  with  us  here,  in  gracious  power, 

And  crown  with  joy  this  festal  hour  ! 

Here  to  this  shrine,  each  heart  has  brought, 
The  tribute  of  its  grateful  love  ; 

Guide  Thou,  the  Teachers  and  the  Taught, 
The  SCHOOL,  O  bless  it  from  above  ! 

And  guard  it  still,  mid  hopes  and  fears, 

Even  as  Thou  hast  — for  Fifty  Years  ! 


ORATION, 


BY 


HON.    J.    WILEY   EDMANDS. 


ORATION. 


There  are  periods  in  the  life  of  nearly  every 
individual  when  he  finds  himself  acting  directly 
contrary  to  his  intentions.  I  at  first  declined  the 
invitation  to  address  the  Association  on  this  occasion, 
from  a  desire  that  some  one  should  be  selected  who 
could  do  more  ample  justice  to  it  than  myself,  and 
because  I  viewed  the  compliment  as  the  decorative 
garland  boding  no  good.  But  when  my  old  school 
instructor  appeared,  and  enforced  compliance  as  a 
duty,  refusing  to  excuse  me  from  "  the  composition 
exercise,"  and  saying  that  I  must  hand  in  my  theme 
on  the  appointed  day,  I  instinctively  set  myself  to 
work  to  write  it. 

Among  the  events  and  experiences  of  life,  there 
are  some  which  hold  an  abiding  influence  over  its 
whole  course,  and  attract  special  attention  and 
interest  in  the  review  of  by-gone  times.  It  is  those 
of  our  school-days  to  which  our  minds  now  naturally 
revert,  and  the  associations  and  influences  of  the 


school-room  become  the  subject  of  our  thoughts  and 
reflections.  Short  seems  the  time  which  has  passed 
since  those  days,  and  close  the  connection  between 
the  spring-time  of  life  and  its  maturity,  to  those  who 
have  reached  it. 

The  wheels  of  time  seem  to  move  with  increased 
rapidity  in  the  wane  of  life.  A  half  century  will 
vary  according  to  the  stand-point  whence  the  view 
is  taken,  whether  prospective  or  retrospective.  In 
the  one  case  it  stretches  far  into  the  distance,  in  the 
other  it  is  reduced  to  a  narrow  belt. 

Time,  as  a  subject  of  consciousness,  becomes  a 
mere  abstract  term,  and  presents  no  common  standard 
by  which  to  measure  it.  To  the  mind  of  the  school- 
boy, sensitive  to  the  ever-varying  impressions  of  the 
hour  and  the  excitements  of  ideal  promises  and 
disappointments,  a  decade  stretches  to  an  indefinite 
length,  while  it  will,  in  the  climax  of  life,  dwindle 
to  a  mere  speck  in  man's  allotted  time. 

Shakespeare  thus  images  time,  as  it  varies  with 
the  state  of  the  mind :  "  Time  travels  in  divers  paces 
with  divers  persons.  I'll  tell  you  who  time  ambles 
withall,  who  time  trots  withall,  who  time  gallops 
withall,  and  who  he  stands  still  withall." 

When  measured  by  its  results,  it  is  yet  more 
variable.  Time  is  to  be  judged  by  its  fruition, 
rather  ^than  by  its  duration.  The  man  of  noble 
impulses  and  generous  deeds,  and  lively  sympathy 
with  all  the  activities  of  society,  will  spend  a  brief 


59 

life-time  so  profitably  as  to  outvalue  that  of  the 
indolent  and  sordid  and  ignorant,  though  his  were 
extended  tenfold.  "  He  most  lives  who  thinks  most, 
feels  the  noblest,  acts  the  best." 

If  we  consider  human  improvement  as  the  fruit 
of  time,  we  find  its  footprints  often  very  faintly,  and 
always  very  irregularly  marked.  Contrast  the 
fifteenth  century  with  the  dark  ages  preceding  it,  — 
the  era  made  memorable  by  the  invention  of  the  art 
of  printing,  an  art  which  was  not  merely  the  result 
and  fruit  of  intellect,  but  its  adjunct  and  co-ordinate 
power  in  diffusing  light  and  liberty  over  the  world. 
The  Holy  Bible  was  the  volume  which  first  received 
the  impress  of  movable  types,  —  a  fitting  consecra- 
tion of  the  art  which  was  to  scatter  the  leaves  of  the 
Tree  of  Life  over  the  nations,  which  was  to  raise 
the  peoples  of  the  earth  from  their  low  levels  of 
ignorance  and  superstition,  and  revolutionize  the 
mental  world. 

The  one  century  which  brought  in  the  Reforma- 
tion, the  regeneration  of  human  society,  and  its 
advance  in  Religion,  Philosophy,  Freedom  and  Civil- 
ization, when  compared  with  a  dozen  preceding  it, 
outweighs  them  all  in  the  balance  of  human 
improvement. 

If  quality  as  well  as  quantity  constitutes  value, 
that  which  improves  quality  and  also  renders  the 
lesser  virtually  equal  to  the  greater  becomes  the 
highest  condition  of  value.  Longevity  by  no  means 


6o 


denotes  all  that  a  true  idea  of  life-time  imports. 
Time  is  valuable  according  to  its  use  and  improve- 
ment. It  is  intelligence  which  endows  it  with  power 
and  productiveness.  Intellect  applied  to  mechanics 
has  reduced  the  labor  of  a  year  to  that  of  a  week  — 
to  locomotion,  weeks  to  days,  and  through  its  instru- 
mentality communication  between  distant  parts  of 
the  globe  becomes  the  work  of  minutes. 
We  can  no  longer  say,  with  the  poet, — 

''Mountains  interposed 
Make  enemies  of  nations,  which  had  else 
Like  kindred  drops,  been  mingled  into  one." 

Science  and  art  have  levelled  mountains ;  and  we 
now  see  the  steam-car  "  flying  from  far  cities  to  far 
cities,  weaving  them  together  like  a  monstrous 
shuttle." 

The  course  of  human  advancement  is  marked  by 
the  onward  steps  of  science  and  art,  the  substitution 
of  mechanical  for  manual  labor,  and  the  appropria- 
tion of  material  appliances  and  the  physical  forces 
of  nature  to  the  relief  of  human  toil  and  ameliora- 
tion of  man's  estate. 

In  every  age,  and  through  every  stage  of  earthly 
existence,  and  in  every  condition  of  human  affairs, 
man  has  been  the  subject  of  educational  influences. 
The  rites  and  symbols  of  the  untutored  savage  have 
something  spiritual  in  their  mystic  meaning,  and  the 
volume  of  universal  nature  written  by  the  Creator 


6i 


has  never  been  closed,  and  has  never  failed  to  impart 
to  the  rudest  peasant  some  glimmering  idea  of  his 
mysterious  relation  to  its  author.  The  melody  of  the 
birds,  the  beauty  of  the  flowers,  the  vital  processes 
of  vegetable  growth,  and  the  mysteries  of  life  and 
death  of  all  animate  creation  have  been  so  many 
visible  and  audible  signs,  attracting  his  attention  and 
exciting  his  emotional  and  rational  nature.  The 
facts  and  truths  of  nature  are  the  primal  sources  of 
knowledge,  and  offer  in  their  varied  manifestations 
and  meanings  the  lessons  which  teach  man  to  regu- 
late his  life  in  harmony  with  her  laws. 

In  the  ages  preceding  the  period  of  written  history, 
we  find  the  fable,  the  legend  and  the  proverb  forming 
the  curriculum  of  the  primary  training  of  the  race. 
Each  fable  had  its  moral ;  and  the  legend,  with  its 
wondrous  interest,  served  in  its  day  to  give  activity 
to  the  primitive  mind,  as  the  phenomena  of  higher 
civilization  serves  now  to  excite  intellectual  enquiry. 
Heroes  and  demigods  were  the  idols  of  popular 
homage,  and  were  commemorated  in  epic  song  long 
before  the  invention  of  letters. 

The  chronology  of  early  history  marks  only  dis- 
tantly separated  points  in  the  course  of  human 
development,  while  the  intermediate  network  of  facts 
and  incidents  from  which  they  derive  their  promi- 
nence is  hidden  from  observation.  In  the  present 
century  we  have  the  fruition  of  the  elemental  germs 
which  laid  dormant  in  the  early  ages,  and  the  mani- 


62 


festations  and  expression  and  results  of  all  past 
human  experiences  and  attainments. 

The  present  universal  activity  of  mind  and  develop- 
ment of  the  inventive  faculty,  give  to  brain  and  hand 
supremacy  over  the  world  of  matter,  and  make  this 
age  pre-eminently  distinguished  over  all  preceding  it, 
for  its  triumphs  of  genius,  its  solution  of  physical 
problems,  and  its  development  of  art. 

The  aim  and  object  of  education,  whether  through 
self  discipline  or  the  artificial  systems  of  instruction, 
is,  by  the  improvement  of  passing  time,  to  make  the 
fullest  development  of  our  faculties.  It  marks  the 
supremacy  of  one  race  over  another,  and  the  ascend- 
ancy of  one  age  over  the  preceding  one.  Mental 
superiority,  real  or  suppositions,  is  recognized  the 
world  over,  as  the  badge  of  distinction  and  the  herald 
of  success. 

The  disposition  to  celebrate  natal  days  and  com- 
memorative anniversaries  appears  to  be  a  universal 
sentiment  of  human  nature.  The  pen  and  press  are 
employed  in  keeping  alive  the  memory  of  important 
events,  in  consecrating  the  glories  of  the  past,  and 
preserving  social  traditions.  Every  recurring  anni- 
versary, whether  of  nation,  community,  or  an  associ- 
ation, has  an  interest  peculiar  to  itself,  and  an 
importance  proportionate  to  the  lessons  it  teaches. 

It  is  meet  that  on  this  close  of  the  fiftieth  year  of 
the  English  High  School,  its  scholars  and  graduates 
should  assemble  to  join  in  friendly  greetings,  and 


63 

celebrate  this  epoch  in  its  history,  —  those  whose 
lives  are  in  the  future,  with  those  who  have  a  long 
past  in  the  retrospect,  —  those  now  engaged  in  life's 
active  pursuits,  with  those  who  have  retired  from  its 
turmoil,  —  laymen  with  divines,  —  artisans  with 
literary  men,  and  pupils  with  their  teachers  past  and 
present. 

The  incitements  of  example  and  the  musings  of 
reflection,  leading  to  nobler  aspirations  and  renewed 
resolves,  are  spiritual  exercises  of  man's  higher 
nature  W7hich  have  no  slight  agency  in  promoting  his 
moral  and  intellectual  advancement.  Few  are  those 
who  have  not  at  times  realized  the  regenerating 
power  of  these  benign  influences  in  strengthening 
character,  and  their  instrumentality  in  the  process  of 
self-improvement. 

Those  occasions  which  are  favorable  to  the  growth 
of  such  influences  are  obviously  productive  of  bene- 
ficial results,  and  this  reunion  of  friends  and  school- 
mates, coming  together  for  mutual  enjoyment  and  to 
indulge  in  the  reminiscences  of  school  life,  may  yield 
more  than  a  fleeting  gratification.  As  the  gentle 
breeze  of  the  summer, 

"  That  breathes  upon  a  bank  of  violets, 
Stealing  and  giving  odor," 

not  only  excites  momentary  pleasure  as  it  passes,  but 
also  does  its  part  in  purifying  the  atmosphere,  so  may 
this  day's  personal  reminiscences  and  associations 
shed  a  healthful  influence  over  the  whole  course  of 


64 


our  lives.  In  view  of  such  relations,  this  semi-cen- 
tennial celebration  of  our  school  bears  no  adventi- 
tious or  ephemeral  character.  It  will  assume  its 
own  importance  in  the  scale  of  our  individual  expe- 
riences, and  may  add  another  link  to  the  golden 
chain  of  improved  opportunities. 

Each  class  has  year  after  year  added  its  part  to  the 
bond  which  embraces  the  youngest  and  the  oldest 
classes,  and  now  binds  them,  fifty  in  all,  to  their 
Alma  Mater. 

This  occasion  is  one  of  deep  interest  to  the  grad- 
uates of  the  school,  as  is  shown  by  the  large  number 
here  present,  coming  from  all  parts  of  the  Union, 
with  a  laudable  pride  in  an  institution  which  has 
proved  itself  so  worthy  of  the  public  care,  and  with 
grateful  feelings  to  those  who  instilled  into  their 
minds  those  principles,  on  which  depend  the  forma- 
tion of  character,  the  habit  of  self-culture,  and  the 
means  of  self-advancement.  This  interest  is  height- 
ened by  the  fact  of  its  being  the  first  Jubilee  of  the 
school  and  its  teachers ;  and  a  sober  thought  steals 
over  us  when  we  reflect  that  it  is  the  only  one  which 
he  who  superintended  the  school  at  its  commence- 
ment, and  those  classes  whom  he  taught  and  whom 
he  now  meets,  will  ever  join  in  celebrating. 

But  this  interest  is  not  confined  to  those  who  have 
been  connected  with  the  school.  This  large  assem- 
bly, favored  by  the  presence  of  our  fair  friends,  and 
honored  by  the  attendance  of  the  State  and  City 


authorities,  gives  to  the  occasion  a  public  character, 
and  is  a  manifestation  of  that  general  interest  in  the 
cause  of  education  which  has  uniformly  existed  here. 
Whatever  affects  our  public  schools,  affects  all  of  us. 
Education  concerns  not  only  individuals,  but  commu- 
nities. Universal  education  is  the  corner-stone  of 
our  social  system,  the  stay  and  strength  of  republican 
institutions,  and  becomes  the  watchword  of  intel- 
lectual and  moral  progress.  The  mental  and  moral 
character  of  the  youth  of  a  community  is  a  true 
prognostic  of  its  future,  foretelling  its  general  social, 
civil,  and  educational  condition,  more  or  less  remotely, 
but  as  truly  in  the  end,  as  any  artificial  contrivance 
which  denotes  the  threatening  storm  and  the  coming 
sunshine. 

Popular  sovereignty  was  the  ideal  of  the  early 
settlers  in  framing  civil  government,  but  not  sover- 
eignty without  law.  They  knew  that  respect  for  the 
authority  of  law  by  an  ignorant  people,  with  the 
power  of  changing  the  laws,  could  not  be  main- 
tained. 

They  preceded  all  other  founders  of  government  in 
giving  to  the  people  the  privileges  of  free  education 
by  the  State.  When  they  made  the  neglect  of  their 
educational  laws  an  indictable  offence,  they  did  what 
no  other  government  had  ever  attempted,  and  we 
read  in  colonial  history  of  several  towns  being 
indicted  under  those  laws.  If  they  did  not,  with 
Lycurgus,  believe  that  with  perfect  education  no 


66 


laws  would  be  required,  they  did  believe  that  from  an 
unenlightened  people  bad  laws  would  surely  come. 

"  There  is,"  says  Montesquieu,  "  in  every  nation  a 
general  spirit  upon  which  power  itself  is  founded." 
Education  of  the  people,  in  the  view  of  the  fore- 
fathers, was  the  one  thing  needful  in  popular  repre- 
sentative government.  Ignorance  was  as  obnoxious 
to  them  as  despotism,  and  religiously,  they  were  to 
overcome  it  as  one  of  the  powers  of  darkness. 

Quaint  Cotton  Mather  held  that  ignorance  was  the 
direct  work  of  the  Evil  One.  He  says,  "  The  Devil, 
even  like  a  dragon  keeping  guard  upon  such  fruits 
as  would  refresh  a  languishing  world,  has  hindered 
mankind  for  many  ages  from  hitting  upon  those 
useful  inventions,  which  yet  were  so  obvious  and 
facile  that  it  is  everybody's  wonder  they  were  not 
sooner  hit  upon.  The  bemisted  world  must  jog  on 
for  thousands  of  years  without  the  knowledge  of  the 
lodestone,  till  a  Neapolitan  stumbled  upon  it  about 
three  hundred  years  ago.  Nor  must  the  world  be 
blessed  with  such  a  matchless  engine  of  learning  and 
virtue  as  that  of  printing,  till  about  the  middle  of  the 
fifteenth  century.  Nor  could  one  man  all  over  the 
face  of  the  whole  earth  have  the  benefit  of  such  a 
little,  though  most  needful  thing  as  a  pair  of  specta- 
cles, till  a  Dutchman  a  little  while  ago  accommo- 
dated us." 

The  idea  of  giving  the  fullest  practicable  education 
to  all  the  people  without  distinction  was  no  mere 


67 


theory  to  be  promulgated  by  them,  and  then  left  to 
work  its  way  by  the  inherent  force  of  its  excellence. 
They  created  a  public  sentiment  in  its  favor  which 
did  not  die  out  with  its'  founders,  but  has  ever  since 
worked  with  a  moral  force  which  nothing  short  of 
their  religious  faith  in  the  cause,  and  their  unflagging 
devotion  to  it,  could  have  originated  and  perpetuated. 

The  Hebrew  constitution  proclaimed  by  Moses 
was  their  text  book.  It  promulgated  the  doctrine  of 
political  equality  and  popular  rights.  Under  the 
Mosaic  law,  the  Hebrews  did  enjoy  true  freedom  and 
political  equality  from  the  time  of  their  removal  and 
release  from  bondage ;  and  their  youth  were  well 
provided  with  the  means  of  instruction.  A  modern 
writer  says,  "  Strange  as  it  may  seem  to  us,  there 
has  scarcely  ever  been  a  nation  in  which  the  people 
were  so  universally  taught  to  read.  Their  schools 
were  under  the  care  of  men  who  sj:ood  high  for  their 
own  intellectual  attainments,  and  their  ability  to 
impart  knowledge  to  their  pupils."* 

The  educational  views  of  our  forefathers  were 
moulded  under  the  influence  of  their  example.  In 
view  of  the  similarity  of  circumstances  in  their  early' 
history  with  that  of  the  Hebrew  commonwealth,  and 
the  theocratic  notions  of  the  Pilgrims,  it  is  not 
strange  that  they  were  disposed  to  look  beyond  the 
classical  ages  for  light  to  guide  them,  and  to  Mount 
Sinai,  rather  than  to  Delphi,  for  their  oracles. 

*J.  M.Matthews,  D.D. 


68 


It  may  be  questioned  if  the  longings  of  the  Pilgrims 
for  political  and  religious  freedom  would,  alone  and 
unattended  by  that  personal  religious  faith  which 
made  the  Divine  will  the  controlling  power  of  every 
undertaking,  have  produced  and  developed  that  high 
principle  and  extraordinary  force  of  character  and 
intellectual  foresight,  which  not  only  devised  plans  of 
civil  government,  but  secured  to  them  the  elements 
of  stability  and  permanence.  Professor  Huxley,  com- 
menting upon  the  effect  of  religion  upon  the  scientific 
mind,  says,  "  The  great  deeds  of  philosophers  have 
been  less  the  fruit  of  their  intellect,  than  of  the 
direction  of  that  intellect  by  an  eminently  religious 
tone  of  mind." 

Criticism  is  disarmed  in  judging  the  early  settlers 
of  New  England  through  the  medium  of  their 
educational  work.  It  was  not  the  spirit  of  the  times 
which  impelled  them  in  this  direction.  The  idea  of 
the  general  education  of  all  classes  by  the  State,  the 
result  of  their  view  of  human  duties  and  human 
rights,  was  recognized  nowhere  else.  It  was,  in  fact, 
foreign  to  the  policy  of  every  ruling  government. 
In  the  wilderness  of  America,  this  idea  was  first  to 
be  illustrated. 

In  England,  up  to  the  past  year,  the  help  of 
the  State  in  the  work  of  education  has  been  con- 
ditional, requiring  the  school  to  be  first  established 
by  individual  contributions,  and  supported  in  part 
by  those  who  resort  to  it,  this  help  giving  to  the 


69 

State  the  right  of  inspection.  The  cost  is  very 
nearly  equally  divided  between  the  State,  the  local 
subscribers  to"  the  schools,  and  the  people  who  send 
their  children.*  The  people  of  England,  in  olden 
times,  however,  were  not  without  free  schools.  We 
read  that  Shakespeare,  three  hundred  years  ago, 
attended  a  a  free  grammar  school "  at  Stratford,  but 
popular  education  had  then  no  aid  or  care  from  the 
State,  and  occupied  no  place  in  the  outline  of  State 
policy.  Scotland  had  parochial  schools  in  1696. 

Two  centuries  passed  after  the  colonists  had  made 
provision  for  the  college  and  the  earliest  schools, 
before  any  money  grant  was  made  by  the  British 
Parliament  for  the  instruction  of  the  people  of  that 
kingdom.  In  1833,  action  was  first  taken  and  aid 
given  towards  the  building  of  school-houses,  under  a 
regulation  "  that  no  application  be  entertained  by  the 
Treasury,  unless  a  sum  be  raised  by  private  subscrip- 
tion equal  at  least  to  one-half  the  total  estimated 
expenditure.''^ 

Our  forefathers  were  considered  fanatics  in  their 
views  and  legislation  regarding  education.  Butler, 


*  The  annual  Parliamentary  grants  for  popular  education  in  Great  Britain,  which 
amounted  to  £  30,000  in  1840,  rose  to  £  180,000  in  1850,  to  £  774,000  in  1862,  and  to 
£  914,000  in  1870. 

A  return  stating,  for  the  year  1868,  the  actual  income  of  8,937  schools,  receiving 
^annual  grants  from  the  Parliamentary  vote,  and  having  an  average  attendance  of  1,197,975, 
shows  that  they  received  the  largest  item  of  their  income,  £  508,772,  from  the  school 
pence,  from  the  Government  £484,010,  from  voluntary  contributions  £443,523,  coming 
from  194,745  subscribers  and  from  miscellaneous  sources  £110,000,  bringing  the  total 
income  for  the  year  £  1,546,933. 

t  In  a  late  London  Quarterly  it  is  stated  that  not  until  1846  was  the  question  of  the 
education  of  the  people  of  England  ultimately  placed  beyond  the  possibility  of  doubt. 


7o 

the  author  of  Hudibras,  England's  learned  satirist 
and  wit,  who  wrote  in  1662,  made  them  the  butt  of 
his  raillery,  in  his  story  of  the  Indian  Chief  and 
New  England  Cobbler :  — 

"  That  out  of  doctrine  could  cut  use, 
And  mend  men's  lives,  as  well  as  shoes ;" 

"  A  man  that  served  them  in  a  double 
Capacity,  to  teach  and  cobble." 

The  difference  between  New  England  and  Old 
England,  in  regard  to  popular  education,  is  fully 
illustrated  in  what  occurred  in  Calcutta  in  the  year 
1799,  —  a  Eostonian  representing  one,  and  the 
Marquis  of  Wellesley,  then  Governor-General  of 
India,  the  other.  Mr.  John  Lathrop,*  a  Boston 
schoolmaster,  then  residing  in  Calcutta,  seeing  that 
the  }outh  of  India  had  to  resort  to  England  for  their 
instruction,  presented  a  plan  for  a  seminary,  in  which 
they  might  be  taught  at  home.  This  the  Governor 
opposed,  saying,  "  India  is,  and  ever  ought  to  be,  a 
colony  of  Great  Britain.  Establishing  a  seminary 
in  New  England  at  so  early  a  period,  hastened  your 
revolution  half  a  century." 

It  has  been  truly  said  by  an  intelligent  foreigner, 
that  "  the  Common  School  System  which  occupies 
so  proud  a  position  among  American  institutions  is 
almost  exclusively  a  product  of  free  soil."f 

*  Mr.  Lathrop,  on  his  return,  opened  a  school  in  Boylston  Hall,  and  was  one  of  its 
first  occupants  in  1810.  He  gave  public  lectures  on  Is  atural  Philosophy,  in  the  Exchange 
Cofl'ee  House.  lu  1813,  he  delivered  the  first  anniversary  discourse  before  the  Associate 
Instructors  of  Youth  in  Boston. 

t  Rev.  J.  Frazer,  M.A. 


71 


Some  of  the  writings  of  the  last  century  indicate  a 
very  low  estimate  of  the  intellectual  needs  of  the 
people  by  the  leading  minds.  The  preface  to  Morti- 
mer's "  History  of  England,"  a  standard  history,  in 
three  quarto  volumes,  published  in  London  in  1764, 
contains  the  following:  "A  general  knowledge  of 
the  history  of  all  nations  is  justly  deemed  no  incon- 
siderable part  of  polite  education,  but  it  is  an 
accomplishment  which  may  with  strict  propriety  be 
confined  to  those  only,  who  by  birth,  situation  or 
capacity,  may  form  reasonable  expectations  of  being 
called  to  the  management  of  public  affairs.  To  the 
rest  of  mankind,  the  study  of  universal  history  is 
rather  likely  to  be  detrimental  than  advantageous." 

We  read  in  Knight's  recent  history  of  England: 
"  That  some  of  the  absurd  superstitions  and  preju- 
dices lasted  through  the  eighteenth  century,  can 
scarcely  be  matter  of  surprise,  when  we  consider 
how  entirely  the  instruction  of  the  lower  classes  was 
neglected.  It  was  neglected  upon  principle.  It 
was  not  Squire  Booby  or  Parson  Trulliber  only  who 
believed  that  to  educate  the  bulk  of  the  people  was 
to  destroy  the  distinction  of  rank.  Great  writers 
held  the  same  opinion." 

The  letters  of  the  Abbe  Robin,  giving  an  account 
of  his  travels  in  the  United  States,  and  written  in 
1781,  are  referred  to  by  Dr.  Shurtleff.  In  one  of 
those  letters  we  read,  "The  Europeans  have  long 
since  been  convinced  of  the  natural  and  moral 


72 

dangers  to  be  apprehended  in  acquiring  education  in 
large  towns.  The  Bostonians  have  advanced  further, 
they  have  prevented  these  dangers." 

In  the  year  1782,  the  Marquis  de  Chastellux,  then 
travelling  in  the  United  States,  writes  thus  in  his 
journal :  "I  must  here  repeat  what  I  have  observed 
before,  that  in  comparing  our  Universities,  and  our 
studies  in  general  with  those  of  Americans,  it  would 
not  be  our  interest  to  call  for  a  decision  of  the 
question  which  of  the  two  nations  should  be  con- 
sidered an  infant  people."* 

In  1647,  the  General  Court  passed  a  law  requiring 
towns  to  tax  themselves  for  the  support  of  schools, 
and  to  appoint  a  teacher  "  to  teach  all  such  children 
as  shall  resort  to  him,  to  write  and  read,"  which  may 
be  considered  the  foundation  of  the  present  system 
of  free  schools. 

It  is  noticeable  in  the  educational  history  of  the 
Colony,  and  not  strange  under  the  circumstances, 
that  the  founding  of  the  College  and  the  Latin 
School  preceded  that  of  the  public  common  schools. 
It  is  not  supposable  that  the  first  settlers  acted  thus 
from  the  influence  of  that  idea  which  is  declared  by 
Herbert  Spencer  to  dominate  in  all  social  arrange- 
ments and  customs,  when  he  says,  "  in  order  of  time, 
decoration  precedes  dress,"  and  "  with  the  mind  as 
with  the  body,  the  ornamental  precedes  the  useful." 
They  pursued  this  course  because  they  realized  the 

*  Shurtleff  >s  Description  of  Boston. 


73 

necessity  of  training  learned  men,  that  the  youth 
might  have  the  benefit  of  competent  teachers,  and 
"  in  order  that  learning  might  not  be  buried  in  the 
graves  of  the  Fathers."  They  were  not  men  to 
sacrifice  substance  to  show,  but  rather  the  observers 
of  that  maxim  which  enjoins  the  discharge  of  one's 
most  onerous  duties  first,  and  those  more  easy  after- 
wards. 

If  I  have  dwelt  too  long  upon  the  early  history 
of  New  England,  it  is  because  educational  measures 
form  so  large  and  important  a  part  of  it,  and  because 
the  rising  generation  cannot  be  too  deeply  impressed 
with  a  sense  of  their  obligations  to  the  originators 
of  our  school  system. 

The  history  of  Boston  public  schools  may  with 
certainty  be  traced  as  far  back  as  1635,  when  it  was 
agreed  upon  "  that  brother  Philemon  Pormont  shall 
be  intreated  to  become  schoolmaster  for  the  teaching 
and  nurturing  of  children  with  us."  His  successor 
was  Mr.  David  Maud,  who,  the  records  show,  was 
chosen  to  the  office  of  "Free  Schoolmaster,"  in 
August,  1636. 

In  the  oldest  volume  of  town  records,  a  subscrip- 
tion towards  the  maintenance  of  "  a  free  school- 
master "  is  recorded,  headed  by  "  the  Governor  Mr. 
Henry  Vane,  Esq.,"  for  £  10,  followed  by  "  Deputy 
Governor  Mr.  John  Winthrop"  and  forty-three  others, 
in  sums  varying  from  ten  to  thirty  shillings  each, 
amounting  in  all  to  £  40. 


74 

This  first  Boston  free  school  is  our  present  Latin 
school,  and,  during  a  period  of  forty-six  years,  was 
the  only  regular  public  school  in  the  town.  It  was 
situated  on  School  Street,  partly  on  the  upper  corner 
of  the  lot  now  occupied  by  the  City  Hall,  and  was 
removed  in  1748,  when  King's  Chapel  was  enlarged. 
Ezekiel  Cheever,  who  was  quite  celebrated  in  his 
day,  took  charge  of  this  school  in  1671.  We  read 
that  "  it  attained  the  rank  of  the  principal  school  of 
the  British  colonies,  if  not  in  all  North  America." 
It  was  there  Benjamin  Franklin  was  taught.  In  his 
Will,  he  says,  "  I  was  born  in  Boston,  and  owe  my 
first  instructions  in  literature  to  the  free  grammar 
schools  established  there."  Under  the  influences  of 
his  early  school  associations,  he  made  provision  for 
those  medals  which  have  since  been  distributed 
among  nearly  four  thousand  Boston  boys.* 

Industrial  education,  which  is  now  exciting  much 
attention,  was  undertaken  at  a  period  preceding  the 
Revolution.  In  1721,  a  committee  of  seven  was 
appointed  "  to  consider  about  promoting  of  a  spinning 
school  or  schools,  for  the  instruction  of  the  children 
of  this  Town."  They  reported  favorably,  and  "  the 
Manufactory  House,  a  handsome,  large  brick  build- 
ing," was  erected  on  Tremont  Street,  near  Hamilton 


*  The  first  Franklin  medals  were  given  out  iu  1792,  to  the  following  pupils :  — 
John  C.  Warren,  John  Joy,  3d,  Daniel  Bates,  Jr.,  Isaac  Parker,  Isaac  Harris, 
William    Savage,  John    Lewis,    liobert  Lash,  John  Snelliug,   Uichard  B.  Calleudcr, 
Andrew  E.  Belknap,  Eben  Frothingham,  Samuel  Bradlee,  John  Butterfield. 


75 

Place,  for  the  first  spinning  school,  which  was  kept 
open  three  or  fonr  years. 

The  two  grammar  and  the  three  writing  schools 
which,  with  the  Latin,  comprised  all  then  in  Boston, 
were  suspended  during  the  siege  of  the  town,  and 
were  reopened  by  order  of  the  Selectmen,  November 
8,  1776.  On  the  23d  of  September,  1789,  a  com- 
mittee of  one  from  each  ward  was  chosen,  to  draft 
a  new  system  of  studies,  which  was  the  origin  of  the 
Board  of  School  Committee,  and  it  was  organized 
October  20,  1789. 

In  1818,  the  Town  caused  an  enlargement  of  the 
means  of  education,  in  order  to  meet  the  wants  of  the 
increased  population,  by  the  establishment  of  Primary 
Schools  for  children  from  four  to  seven  years  of  age. 

The  Latin  School  had  acquired  high  distinction  as 
a  classical  seminary,  and  fully  satisfied  the  require- 
ments of  the  public,  in  its  relation  to  the  college. 
But  the  primary  schools  for  rudimental  instruction, 
and  the  grammar  for  elemental,  were  found  inadequate 
to  the  full  education  and  complete  preparation  of  the 
young  men,  before  entering  upon  the  various  branches 
of  commercial  and  industrial  enterprises  of  manhood. 
As  the  town  increased  in  business  and  population, 
it  seemed  necessary  to  supplement  the  system  by 
another  institution,  which  should  take  up  the  higher 
studies  not  attended  to  in  the  preliminary  schools,  — 
one  to  which  the  grammar  boys  might  pass,  to  finish 

their  school  term. 

10 


76 

In  1820,  the  attention  of  the  School  Committee 
was  called  to  this  subject.  The  question  of  estab- 
lishing a  Seminary  which  should  "  furnish  the  young 
men  who  are  not  intended  for  a  collegiate  course  of 
studies,  and  who  have  enjoyed  the  usual  advantages 
of  the  public  schools,  with  the  means  of  completing 
a  good  English  education,  and  of  fitting  themselves 
for  all  the  departments  of  commercial  life,"  was 
referred,  June  17,  1820,  to  a  sub-committee  of  five, 
consisting  of  Samuel  A.  Wells,  Eev.  John  Pierpont, 
Eev.  N.  L.  Frothingham,  Lemuel  Shaw,  and  Benja- 
min Kussell, — men  well  known  as  among  the  most 
eminent  of  the  Town,  and  representing  the  mercan- 
tile, clerical,  legal,  and  the  journalist  professions. 
These  first  steps  led  to  a  meeting  in  Faneuil  Hall,  to 
act  upon  the  Committee's  report,  which  stated  that 
"  the  *  mode  of  education  now  adopted,  and  the 
branches  of  knowledge  now  taught  in  our  English 
grammar  schools  are  not  sufficient,  extensive,  nor 
otherwise  calculated  to  bring  the  power  of  the  mind 
into  operation,  nor  to  qualify  a  youth  to  fill  usefully 
and  respectably,  many  of  those  stations,  both  public 
and  private,  in  which  he  may  be  placed.  A  parent 
who  wishes  to  give  a  child  an  education  that  shall  fit 
him  for  actual  life,  and  shall  serve  as  a  foundation 
for  eminence  in  his  profession,  whether  mercantile  or 
mechanical,  is  under  the  necessity  of  giving  him  a 
different  education  from  any  which  our  public  schools 
can  now  furnish."  Such  were  the  needs  of  the 


77 

citizens  in  respect  to  education,  and  these  were  the 
deficiencies  for  which  the  new  school  was  intended 
to  provide.  On  taking  the  final  vote  to  establish 
"  an  English  Classical  School,"  as  recommended  by 
the  Committee,  only  three  votes  appeared  in  the 
negative. 

The  Sub-Committee  of  the  Board  charged  with 
its  organization,  reported  February  19,  1821,  and 
recommended  the  appointment  of  George  Barrell 
Emerson  to  the  place  of  Principal  Master,  from  the 
twenty-two  who  presented  themselves  as  candidates, 
and  he  was  unanimously  chosen  on  that  day.  Joshua 
B.  Flint  was  appointed  Usher  April  21,  1821.  • 

The  first  location  of  the  school  was  in  the  Derne 
Street  school-house,  which  was  built  on  the  Temple 
Street  corner  of  the  lot  now  occupied  by  the  Beacon- 
hill  reservoir.  This  was  before  Temple  Street  had 
been  extended  and  built  on  south  of  Derne  Street, 
and  when  Beacon  Hill,  in  the  rear  of  the  State 
House,  was  an  open  field. 

In  November,  1824,  it  was  removed  to  the  new 
house  in  Pinckney  Street.  In  1844,  it  was  removed 
to  the  building  in  Bedford  Street  which  it  now 
occupies ;  but  its  early  removal  from  its  present 
location  may  be  expected,  as  the  building  is  quite 
inadequate  to  the  proper  accommodation  of  any 
increase  in  the  present  number  of  scholars. 

The  English  High  School  was  opened  in  May, 
1821.  On  the  day  of  examination  for  admission, 


78 


one  hundred  and  thirty-five  boys  presented  them- 
selves, seventy-five  of  whom  were  passed  as  quali- 
fied ;  and  on  a  subsequent  day,  twenty-five  more 
were  admitted.  The  standard  of  examination  was 
high,  as  Mr.  Shaw  (afterwards  Chief  Justice)  stated 
that  the  Committee  wished  to  establish  a  high  rank 
for  this  school,  having  in  view  not  only  the  advantage 
of  its  scholars,  but  also  the  elevation  of  the  Grammar 
Schools.  The  Principal  showed  himself  admirably 
qualified  for  the  office,  and  has  since  become  eminent 
in  the  educational  history  of  Boston.  His  success 
as  a  wise  and  skillful  teacher  proved  the  best  com- 
mentary on  the  care  and  good  judgment  of  the 
School  Committee  in  their  selection.  Mr.  Emerson 
secured  for  it  a  high  standard  of  excellence,  and  a 
character  and  prestige  which  affected  most  favorably 
its  subsequent  prosperity.  His  connection  with  the 
High  School  ended  May  19,  1823,  but  not  before  he 
had  provided  another  teacher,  for  whose  qualifica- 
tions he  could  vouch. 

Not  the  least  interesting  incident  of  this  occasion, 
and  one  most  gratifying  to  the  oldest  classes,  who 
have  always  cherished  pleasant  memories  of  their 
relations  to  him  as  pupils,  is  the  meeting  Dr.  Emer- 
son on  this  Semi-centennary. 

His  successor,  Mr.  Solomon  P.  Miles,  was  ap- 
pointed May  19,  1823,  and  held  the  office  fourteen 
years.  His  attainments  as  a  scholar  were  of  the 
highest  order,  and  under  him  the  school  maintained 


79 

its  old  reputation.  He  devoted  himself  with  a  zeal 
which  nothing  short  of  a  profound  love  for  the 
school  could  have  sustained.  His  refined  and  sedate 
manner,  and  quiet  dignity,  secured  the  confidence 
and  respect  of  his  scholars,  and  the  perfect  discipline 
of  the  school.  It  was  during  his  administration  it 
was  removed  to  Pinckney  Street. 

On  Mr.  Miles's  resignation,  Mr.  Thomas  Sherwin 
was  chosen  Head  Master  December  1,  1837.  He 
entered  the  school  as  Sub-master  November  11, 
1828.  He  was  an  exemplar  to  all  teachers  who  seek 
the  highest  model  for  their  standard  of  excellence. 
He  taught  in  the  English  High  School  nine  years  as 
Sub-master,  and  thirty-two  years  as  Principal.  While 
in  the  active  performance  of  his  daily  work,  he  was 
called  to  rest  from  his  labors,  and  passed  away  July 
23,  1869.  Eulogy  fails  in  expressing  his  merits,  and 
Sculpture  can  represent  only  the  outer  man. 

Singularly  fortunate  were  the  School  Committee 
in  securing  a  trio  of  teachers  of  such  marked 
abilities,  whose  united  terms  of  service  have  extended 
over  the  past  half  century,  and  through  whose 
agency  it  has  kept  up  that  high  degree  of  efficiency, 
which  has  invariably  drawn  flattering  comments  from 
the  different  sub-committees,  as  they  have  from  year 
to  year  reported  upon  its  condition  and  prosperity. 

Dr.  Emerson  narrated  the  following  interesting 
facts,  at  a  meeting  of  the  American  Institute  of 
Instruction :  — 


8o 


"  It  is  a  curious  and  not  unimportant  fact,  that  all  the  Head 
Masters  of  the  High  School,  (there  have  been  only  three,)  were 
born  and  brought  up  in  the  country,  where  they  became  familiar 
with  farming  and  other  rural  pursuits  ;  that  they  all  taught  district 
schools  in  the  country,  three  or  more  years  while  in  College  or 
before  ;  that  each  taught  a  country  academy  for  one  or  two  years  ; 
and  that  each  was,  for  one  or  two  years,  tutor  in  the  Department 
of  Mathematics  and  Natural  Philosophy  in  Harvard  College ; 
Mr.  S  her  win  had  the  further  advantage  of  learning  a  trade  before 
he  entered  College,  and  of  acting  as  a  Civil  and  Naval  Engineer 
afterwards." 

Gratifying  too  is  the  abundant  promise  of  efficiency 
and  continued  usefulness  of  the  School,  under  the 
accomplished  successor  on  whom  their  mantle  has 
fallen.  Its  excellent  condition  evinces  the  ability  of 
its  present  corps  of  teachers. 

Mr.  Charles  M.  Cumston  was  appointed  Head 
Master  November,  9,  1869.  He  entered  as  Usher 
September  23,  1848. 

The  estimate  of  the  comparative  standing  of  the 
School,  among  the  others  of  like  grade  in  the  land, 
and  of  its  intrinsic  merits  in  its  educational  work  does 
not  rest  on  the  attachments  of  local  pride,  nor  the  too 
partial  feelings  of  interested  friends.  It  received  its 
highest  encomium  (satisfactory  because  disinterested, 
and  gratifying  because  given  by  a  competent  judge) 
from  Rev.  Mr.  Frazar,  who  visited  this  country  in 
1865,  charged  with  the  special  duty  of  examining 
the  school  system  of  the  United  States  in  its  actual 
working. 

In   his    report   to   the    School    Commissioners    of 


8i 


England,  after  praising  the  school  for  its  perform- 
ances and  discipline,  he  says,  "  take  it  all  in  all,  and 
as  accomplishing  the  end  at  which  it  proposes  to  aim, 
the  English  High  School  at  Boston  struck  me  as  the 
model  school  of  the  United  States.  I  wish  that  we 
had  a  hundred  such  in  England." 

The  commendation  of  the  Principal  of  one  of  the 
Heidelburg  schools,  given  to  a  pupil  of  the  High 
School  who  went  to  Germany  two  years  ago  to  finish 
his  education,  was  complimentary  both  to  the  pupil 
and  to  the  school.  The  master,  struck  with  his 
proficiency  and  thoroughness  in  general  studies,  and 
his  ready  command  of  the  French  language,  ex- 
pressed much  surprise  on  learning  that  he  came 
direct  from  a  public  school  in  Boston. 

It  appears  that  the  school  is  nearly  coeval  with  the 
City  Government.  It  was  founded  in  the  last  year  of 
the  old  Town  Government,  and  its  establishment  was 
among  the  last  recommendations  of  the  Selectmen, 
and  acts  of  the  people  in  Faneuil  Hall,  in  town 
meeting  assembled.  It  was  originally  named  the 
"English  Classical  School,"  but  in  1824,  on  its 
removal  to  the  new  building  on  Pinckney  Street,  its 
name  was  changed  to  the  lt  English  High  School." 
A  majority  of  the  School  Committee,  doubting  the 
propriety  of  altering  the  name  which  the  people,  by 
direct  vote,  had  given  to  it  at  the  Town  Meeting 
under  the  old  municipal  organization,  restored  its 
original  name,  March  13,  183*2.  But  on  February 


82 


12,  1833,  it  was  changed  back  to  the  English  High 
School,  which  name  it  has  since  retained.  The 
course  of  studies  then  prescribed  has  since  been 
often  modified  and  extended,  as  the  increased  educa- 
tional requirements  of  the  times  demanded. 

In  the  year  1844,  a  donation  of  $  2,000  was  made 
to  the  City,  by  Hon.  Abbott  Lawrence,  for  this 
school,  the  interest  of  which  was  to  be  annually 
expended  in  prizes  for  the  best  performances  in  the 
various  branches  of  Literature  and  Science,  and  also 
for  excellence  and  industry.* 

Military  exercises  were  introduced  in  1863,  and 
they  have  proved  not  only  of  much  personal  advan- 
tage, but  highly  favorable  to  school  discipline.  The 
number  taught  in  the  English  High  School  since  its 
commencement  in  1821,  is  four  thousand  four  hun- 
dred and  eighty-nine.  The  average  attendance  the 
past  year  was  three  hundred  and  fifty-one. 

I  cannot,  in  this  connection,  refrain  from  alluding 


*  Extract  from  the  letter  of  the  Hon.  Abbott  Lawrence,  dated  October  21, 1844,  which 
was  accepted  by  vote  of  the  School  Committee  November  5, 1844.  "  I  give  to  the  City 
of  Boston,  in  trust,  the  sum  of  two  thousand  dollars,  the  interest  of  which,  as  nearly  as 
may  be,  shall  be  expended  annually  forever  (under  the  direction  of  the  Sub-Committee 
having  charge  of  the  English  High  School),  in  prizes  for  the  best  performances  in  the 
various  branches  of  Literature  and  Science  taught  in  that  institution,  and  in  such  other 
rewards  for  excellence  and  industiy  as  may  be  thought  best  calculated  to  promote  the 
object  and  true  interests  of  education,  and  to  keep  alive  a  spirit  of  generous  emulation 
and  literary  ardor  through  the  several  departments  and  all  the  different  grades  of  said 
school. 

"  It  is  not  my  wish  that  the  whole  of  said  interest  should  be  expended  in  prizes  for 
abstract  or  comparative  excellence,  which  must  naturally  fall  to  the  most  talented  and 
most  advanced  scholars,  but  that  a  portion  should  be  appropriated  to  the  reward  of  those 
whose  industry  and  diligent  application  manifest  a  desire  to  improve,  though  the  least 
gifted  by  nature ;  and  also  a  portion  for  good  conduct  in  general,  embracing  moral  recti- 
tude and  gentlemanlike  deportment. 

"  It  is  my  desire  that  the  subjects  for  prizes  be  so  arranged  and  distributed  as  to 
operate  on  all  the  classes  of  the  school,  the  lowest  as  well  as  the  highest." 


to  the  invaluable  services  of  that  portion  of  our 
citizens  under  whose  direction  and  care  our  public 
schools  are  all  placed.  They  appoint  the  teachers, 
and  organize  and  arrange  the  systems  of  instruction, 
and,  in  conjunction  with  the  able  Superintendent,  are 
charged  with  the  regulations  and  details  of  school 
affairs.  Discharging  their  duties  noiselessly  and 
almost  without  public  notice,  and  too  little  public 
appreciation,  they  devote  themselves  to  the  highest 
public  service,  without  other  reward  than  the  con- 
sciousness of  the  importance  and  value  of  their 
unselfish  labors.  It  is  a  notable  fact  that  the  present 
chairman  of  the  High  School  sub-committee,*  has  for 
the  past  twenty-five  years,  in  addition  to  his  engross- 
ing parochial  duties,  applied  himself  to  this  educa- 
tional work. 

The  office  of  Superintendent  of  Public  Schools 
was  established  in  1851,  and  Mr.  Nathan  Bishop  was 
elected  in  that  year.  He  was  succeeded  by  the 
present  Superintendent,  Mr.  John  D.  Philbrick,  who 
was  chosen  in  December,  1856. 

Not  many  years  had  elapsed  after  the  founding  of 
the  English  High  School,  when  renewed  attention 
was  given  to  the  cause  of  education,  which  resulted 
in  the  forming  the  Normal  School  for  the  benefit  of 
teachers,  or  those  to  become  such.  The  first  was 
established  in  Massachusetts  in  1839.  The  services 
of  H.  G.  Carter,  Charles  Brooks,  and  Horace  Mann, 

*  Rev.  Samuel  K.  Lothrop,  D.D. 
11 


84 

and  their  coadjutors  in  the  work  of  education,  ought 
always  to  be  home  in  grateful  remembrance.  The 
writings  and  addresses  of  these  educators  had  their 
due  effect  on  the  public  mind,  and  resulted  in  chang- 
ing the  old  notions  of  school  discipline  and  methods 
of  instruction,  and  the  popular  estimate  of  the  quali- 
fications of  teachers.  The  professional  schoolmaster 
had  now  something  more  to  do  than  merely  to  keep 
school.  He  was  to  teach  and  instruct  and  develop 
the  faculties  of  his  pupils. 

I  was  long  since  forcibly  impressed  with  the  char- 
acter of  the  change  to  which  I  have  alluded,  and  I 
never  bring  up  reminiscences  of  my  school  days 
without  realizing  how  great  is  the  contrast  between 
the  schoolmaster  of  the  old  regime  in  his  method  of 
teaching  and  discipline,  and  the  order  of  teachers 
who  have  succeeded  him. 

It  is  suggestive  of  a  comparison  between  the  large 
Boston  private  school,  which  I  attended  for  a  year, 
and  the  English  High  School,  which  I  joined  at  its 
commencement.  In  the  former,  the  boys  studied  by 
compulsion ;  in  the  other,  they  were  actuated  by 
ambition  to  learn.  In  the  one,  the  perfect  recitation, 
word  for  word  from  the  book,  was  the  task ;  in  the 
other,  a  full  understanding  of  the  subject  was  the 
principal  object.  The  one  cultivated  the  memory  ; 
the  other  the  thinking  and  reasoning  faculties.  In 
the  one,  fear  was  the  compelling  motive  of  obedience 
to  austere  rule ;  in  the  other,  was  mutual  good  will 


85 

and  mutual  respect  between  teacher  and  pupil.  In 
the  one,  was  the  discipline  of  the  ferule,  in  the  other, 
that  of  reproof  and  advice.  And  here  I  may  say, 
that  I  do  not  remember  ever  seeing  a  boy  struck  by 
either  master  of  the  High  School.  My  memory  may 
be  at  fault,  but  corporal  punishment  was  at  least 
very  unusual.  Immediately  on  the  opening  of  the 
school,  the  scholars  were  addressed  by  Mr.  Emerson, 
who  stated  what  he  expected  from  them,  and  what 
they  might  expect  from  him.  He  told  them  that  he 
should  rely  upon  their  good  conduct,  without  resort 
to  punishment.  Among  other  things,  he  denounced 
tale  bearing,  and  frowned  upon  all  envious  competi- 
tion, thus  making  each  boy  feel  an  inch  or  two  more 
of  a  man,  by  the  confidence  placed  in  him,  and  imbu- 
ing him  with  a  self-respect  which  ensured  the  good 
discipline  of  the  school. 

It  seemed  to  me  a  new  philosophy  of  school 
teaching,  when  Mr.  Emerson,  in  aid  of  our  Astro- 
nomical lesson,  took  us  out  one  evening  on  to 
Beacon  Hill,  in  the  rear  of  the  State  House,  with  his 
telescope,  to  show  to  us  the  places  and  movements  of 
the  stars.  Also  when  studying  Anatomy,  Mr.  Flint, 
then  Usher,  in  order  to  give  to  us  a  better  under- 
standing of  the  subject,  and  to  interest  us  in  it, 
invited  us  to  a  room  to  hear  him  explain  the  struc- 
ture of  a  dead  body.  It  was  the  beginning  of  that 
kind  of  teaching  w7hich  continues  throughout  life, 
and  is  the  most  available,  the  most  interesting,  and 


86 


most  profitable  of  all,  —  that  which  comes  by  obser- 
vation and  experiment. 

We  are  prone,  I  know,  to  generalize  over  solitary 
facts  that  are  before  us ;  but,  without  going  into 
particulars,  I  can  sufficiently  illustrate  the  difference 
between  the  old  and  the  new  methods  and  notions 
of  instruction,  by  that  between  the  old  arithmetics, 
with  their  dry  rules,  conveying  but  little  idea  of 
their  application,  and  Colburn's,  which  teaches  the 
science  of  Mathematics  in  its  mental  as  well  as 
written  processes. 

In  way  of  episode,  I  will  allude  to  the  Writing 
Master  of  the  private  school  before  mentioned,  who, 
of  the  two  masters,  was  the  favorite  of  the  scholars. 
It  was  for  him,  when  a  lad,  that  those  verses  were 
composed  which  are  familiar  to  all  now,  both  old  and 
young. 

"You  'd  scarce  expect  one  of  my  age, 
To  speak  in  public  on  the  stage,"  etc. 

They  were  written  for  him  by  Mr.  David  Everett,  a 
relative  of  Edward  Everett.  Subsequently,  in  the 
course  of  publication,  the  word  "  Massachusetts " 
became  substituted  for  "  New  Hampshire,"  as  it  was 
originally  written.  That  any  one  should  presume  so 
far  as  to  make  that  alteration  in  a  piece  which  he 
called  his  by  right  of  original  proprietorship,  caused 
much  indignation  on  the  part  of  young  Farrar,  who 
was  a  New  Hampshire  boy. 

Digressing  still  further,  I  will  allude  to  an  incident 


87 


not  unconnected  with  school  government,  which 
occurred  at  the  High  School  about  a  dozen  years 
after  it  was  opened.  One  of  the  scholars  was  seen 
to  be  very  busy  with  his  pen  on  something  other 
than  his  writing  lesson,  which  soon  attracted  the 
attention  of  the  Master,  who  called  him  up,  and 
ordered  him  to  bring  the  paper  which  he  had  been 
at  wrork  upon.  The  boy,  in  much  trepidation,  carried 
up  the  paper,  and  the  Master  found  that  the  sly 
work  was  a  sketch  of  himself,  skillfully  drawn.  The 
offender's  suspense  was  relieved  when  the  Master 
smilingly  asked  permission  to  keep  it,  gave  him  a 
quarter  of  a  dollar  for  the  sketch,  and  sent  him  back 
to  his  seat.  He  is  now  a  Boston  artist,  eminent  in 
his  profession ;  and,  what  is  more,  he  is  present,  and 
I  can  assure  him  that  if  this  offence  had  occurred  in 
a  school  of  the  olden  time,  he  would  have  received  a 
sound  flogging,  instead  of  a  token  of  recognition 
and  encouragement  for  his  juvenile  specimen  of  fine 
art. 

The  fact  that  the  art  of  swimming  was  at  one  time 
taught  to  the  pupils,  does  not  appear  in  history ; 
perhaps  because  its  continuance  was  too  brief,  to 
attain  the  dignity  of  public  record,  and  the  privilege 
limited  to  too  few  in  numbers  to  become  generally 
known.  In  1827,  Dr.  Lieber,  soon  after  his  coming 
to  this  country,  opened  a  swimming  school  on 
Charles  Street,  near  the  mill-dam,  and  agreed  to 
receive  a  certain  number  of  scholars,  from  each  of 


88 


the  public  schools,  without  charge.  At  the  High 
School,  the  boys  who  could  not  swim  drew  lots,  and 
six  of  them  went  to  Dr.  Lieber's  to  learn.  The  test 
of  good  swimming  was  the  ability  to  continue  half  an 
hour  without  stopping,  and  the  prize  for  success  was 
a  red  braid  worn  on  the  swimming-dress.  I  was  not 
there  to  see,  but  it  is  to  be  supposed,  in  the  absence 
of  any  statement  to  the  contrary,  that  every  one  of 
the  High-school  boys  obtained  prizes !  My  informant, 
one  of  the  six,  says  that  he  also  met  there  Judge 
Thatcher,  and  Nathaniel  I.  Bowditch,  who  were 
among  those  who  sported  the  red  braid. 

If  the  graduates  could  give  full  expression  of  their 
estimation  of  the  value  to  themselves  of  the  instruc- 
tion obtained  at  the  High  School,  it  would  satisfy  all, 
if  any  doubt,  that  the  institution  has  fully  accom- 
plished its  ends  in  the  past.  If  a  list  was  furnished 
of  those  who  have  attained  distinction  in  their 
respective  pursuits  and  professions,  it  would  be  as 
interesting,  as  from  their  numbers  it  would  be  unex- 
pected, to  those  whose  attention  has  not  been 
directed  to  their  early  history.  It  would  be  a  pleas- 
ing task  to  enumerate  them,  but  time  will  not  permit. 

A  gentleman  well  qualified  to  judge,  and  who 
once  taught  school  himself,  has  stated  that  he  fully 
believed  that  the  young  man  instructed  at  the  English 
High  School,  is  better  educated  than  the  graduates 
of  the  average  colleges  in  this  country, 

We   read   in   the    School   Committee's   Report  of 


89 

1863  :  "  The  fact  that  one  of  the  most  eminent  pro- 
fessors at  Cambridge,  the  first  of  his  class  at  gradu- 
ating, went  through  most  of  the  whole  course  of  the 
English  High  School,  as  a  part  of  his  preparation 
for  entering  Harvard ;  and  the  fact  that  in  two  or 
three  instances  recently,  the  first  scholar  in  his  class, 
at  Cambridge,  had  been  some  one  who,  in  like 
manner,  had  availed  himself  of  the  whole  or  two- 
thirds  of  the  course  of  the  English  High  School, 
would  go  to  confirm  what  has  been  said  about  the 
thoroughness  of  our  instruction."* 

Boston  has  been  true  to  herself  in  cherishing  the 
cause  of  education.  Her  character  is  intimately  con- 
nected with  the  character  of  her  schools.  The  one 
reflects  the  other.  Much  has  been  done  to  perfect 
the  school  system,  and  much  will  yet  be  done. 
Enterprise  is  the  outgrowth  of  education,  and  pro- 
gress is  its  best  manifestation. 

The  introduction  of  music,  thirty  years  ago,  excited 
conservative  fears ;  but  it  is  now  recognized  as  an 
important  adjunct  of  the  school  system.  Drawing 
was  an  innovation;  but  its  experiment  in  a  few 
schools  has  awakened  attention  to  it,  as  a  matter  of 
public  concern,  and,  by  the  legislation  of  last  year, 
it  is  hereafter  to  be  taught  in  all  the  large  towns  of 
the  State.  Considering  its  relations  to  science  and 

*  In  the  same  volume  it  is  narrated  that  "  not  long  since  a  young  man,  a  graduate  of 
the  English  High  School,  called  to  thank  Mr.  Sherwin  for  making  him  study  mathe- 
matics and  navigation  so  thoroughly,  as,  on  board  a  ship,  when  the  Master  had  died  and 
the  other  officers  were  sick,  he,  through  the  knowledge  which  he  obtained  through  the 
English  High  School,  was  able  to  navigate  the  vessel." 


9o 

art,  and  to  the  arts  and  employments  of  civilized 
society,  and  viewing  it  as  a  direct  means  of  qualify- 
ing youth  for  various  occupations,  especially  the 
mechanical,  or  as  an  accomplishment  to  be  desired  by 
every  one,  its  importance  as  a  school  study  has  not 
been  exaggerated.  The  time  is  not  distant  when  art- 
culture  will  receive  increased  attention  with  us,  and 
when  the  cultivation  and  improvement  of  the  percep- 
tive faculties  will  assume  more  importance  in  the 
programme  of  school  studies. 

The  introduction  of  sewing  into  the  lower  classes 
of  the  Grammar  Schools  was  an  innovation,  and  was 
deemed  by  many  of  very  doubtful  propriety  ;  but  Mr. 
Philbrick,  in  one  of  his  recent  reports,  speaks  of  it 
very  favorably,  and  says,  "  I  have  never  been  able  to 
discover  that  the  girls  in  those  classes  which  are 
exempted  from  sewing  have  been  any  more  proficient 
in  their  studies  than  the  pupils  who  are  not  ex- 
empted." 

The  importance  of  special  industrial  education,  in 
relation  to  the  material  interests  of  a  community  like 
ours,  is  unquestionably  great,  and  it  remains  to  har- 
monize the  fact  with  the  idea. 

The  Institute  of  Technology,  outside  of  the  range 
of  free  schools,  is  doing  successfully  a  most  useful 
work,  in  meeting  the  demands  of  the  times  for 
instruction  in  the  special  sciences.  The  Art  Museum, 
too,  will  soon  be  erected,  —  another  pledge  of  devo- 
tion to  the  cause  of  education  in  its  higher  form,  and 


91 

another  memorial  of  the  abiding  interest  of  the 
citizens  in  the  good  name  and  fame  of  Boston. 

Not  only  is  this  reunion  interesting  to  the  older 
graduates,  but  its  influences  will  be  felt  by  those  of 
the  youngest  classes,  whose  school-life  furnishes  yet 
no  past  record,  and  whose  present  is  enlivened  with 
the  bright  coloring  of  hope  and  anticipation. 

Those  of  you  who  are  now  pursuing  your  studies, 
and  those  who  have  recently  finished  them,  will  soon 
enter  the  school  of  active  life  and  experience.  The 
value  of  your  school  instruction  is  in  proportion  to 
the  ability  acquired  to  be  useful  to  others,  and  is  to 
be  tested  in  this  new  sphere  of  application.  Useful- 
ness to  others  will  prove  the  prime  element  of  your 
own  success.  You  are  to  glean  wisdom  in  the  field 
of  human  affairs,  in  which  are  unfolded  the  experi- 
ences of  life  in  its  varied  conditions  and  occupations  ; 
in  which,  as  Milton  says,  "  the  hearts  of  men  are 
their  books,  events  their  tutors,  and  great  actions 
their  eloquence."  The  philosophy  of  books  you  will 
lay  aside  to  study  the  philosophy  of  men.  You  have 
already  discovered  that  there  is  no  royal  road  to 
learning,  and  the  experiences  of  the  actual  world 
will  confirm  its  truth  in  its  extended  application. 
The  responsibilities  and  duties  of  life  are  not  to  be 
discharged  by  proxy,  and  the  extent  of  your  success 
will  be  in  proportion  to  your  mental  resources.  The 
study-lamp  of  Epictetus  emitted  no  rays  of  wisdom 

to  the  rich  man  who  paid  three  thousand  drachmas 
12 


92 


for  it.  In  the  intercourse  of  society  you  will  often 
find  that  — 

''The  heart 

May  give  a  useful  lesson  to  the  head, 
And  learning  wiser  grow  without  his  books." 

You  will  discover  that  to  be  the  greatest  fallacy  of 
all,  which  leads  you  to  suppose  that  you  are  to  obtain 
prizes  in  the  arena  of  active  life,  because  you  have 
been  rewarded  with  prizes  at  school.  The  highest 
ranking  scholars  of  the  class,  trusting  in  their  pro- 
ficiency in  school  studies  for  success,  and  satisfied 
with  their  comparative  superiority,  will  be  distanced 
in  the  long  run  by  the  average  or  even  dull  scholars, 
who  bring  to  their  business  callings  patience,  dili- 
gence, perseverance,  and  ambition  to  succeed.  To 
live  is  to  labor.  It  is  so  by  the  original  ordination, 
and  applies  to  the  brain  work  of  literary  life,  as 
much  as  to  agricultural,  mechanical,  or  other  business 
employment.  I  imagine  that  the  labors  of  the  pro- 
fessional classes  in  their  various  departments  of 
study,  teaching,  and  practice,  are  very  imperfectly 
estimated  by  the  generality  of  people. 

It  is  a  mistake  to  suppose  that  great  achievements 
must  come  from  genius.  Genius  is  of  itself,  when 
unsupported  by  application,  unaided  by  judgment 
and  undirected  by  principle,  an  ignis-fatuus  leading 
only  astray.  It  is  a  special  faculty,  excited  by  the 
opportune  occasion,  but  of  little  account  when  unas- 
sociated  with  other  mental  endowments. 


93 

One  writer  calls  genius  the  product  of  will  and 
industry.  Buffon  called  it  patience.  Newton  says 
that  whatever  service  he  had  rendered  to  the  public 
was  owing  to  industry  and  patient  thought.  You 
cannot  read  the  biography  of  Rufus  Choate,  without 
wonderment  at  the  extent  of  his  assiduous  devotion 
to  his  profession,  and  his  unremitting  toil  and  strife 
for  excellence,  ceasing  only  with  his  life. 

The  power  of  genius  is  seldom  developed  without 
much  previous  application  and  labor.  We  admire 
the  beauty  and  magnificence  of  its  ideal  structures, 
with  but  faint  conception  of  the  mental  cost  and 
labor  expended  in  their  underground  work.  The 
brilliant  corruscations  of  thought  which  dazzle  and 
charm  when  thrown  off  by  the  orator  on  the  spur 
of  the  moment,  and  seemingly  elicited  by  the 
excitement  of  the  discussion,  are  often  the  result  of 
hours  of  pains-taking  study  and  most  careful  prep- 
aration. It  is  said  that  Sheridan's  great  speech, 
which  electrified  his  hearers  by  its  impromptu  bursts 
of  feeling  and  momentary  inspirations,  was  found 
after  his  death,  in  manuscript,  interlined  with  the 
incidental  flights  of  fancy,  and  the  emotional  inter- 
jections, all  in  their  proper  places. 

In  these  active,  stirring  times,  there  is  too  little 
disposition  to  properly  prepare  one's  self  for  his 
chosen  vocation,  and  engagements  are  too  often  made 
without  due  qualification  for  the  work  in  hand.  We 
have  in  the  history  of  almost  all  eminent  men,  exam- 


94 

pies  of  the  close  application  and  thorough  prepara- 
tion which  they  deemed  necessary  to  the  proper  dis- 
charge of  their  duties. 

John  Adams,  when  a  young  man,  writes  in  his 
diary,  after  trying  his  first  case  in  court,  "  Let  me 
never  undertake  to  draw  a  writ  without  sufficient 
time  to  examine  and  digest  in  my  mind  all  the  doubts 
and  queries  and  objections  that  may  arise."  Camp- 
bell, the  poet,  spent  a  whole  week  in  forming  the 
single  line  "  Coming  events  cast  their  shadows 
before."  Edward  Everett,  who  believed  in  doing 
well  whatever  he  undertook,  when  once  waited  upon 
by  a  committee  of  young  men,  to  invite  him  to  make 
a  speech  in  Faneuil  Hall,  replied,  "  To  speak  there, 
on  only  a  fortnight's  notice,  —  impossible  !  "  Demos- 
thenes himself  would  probably  have  given  a  similar 
answer,  for  we  know  that  he  elaborated  every  sen- 
tence that  he  wrote,  with  the  greatest  care.  Michael 
Angelo,  when  touching  and  retouching  a  piece  on 
which  he  had  been  a  long  time  at  work,  on  being 
told  by  a  friend  that  he  was  spending  too  much  time 
on  trifles,  replied  that  to  make  perfect  was  no  trifle. 
One  of  his  last  sketches,  made  when  ninety  years 
old,  was  the  drawing  of  an  old  man,  with  an  hour 
glass,  bearing  the  motto,  u  I  still  learn." 

I  can  offer  to  those  of  you  who  are  about  com- 
mencing to  learn  the  ways  of  business,  and  to  gain 
some  foothold  in  the  paths  of  commercial  or  mechan- 
ical life,  no  better  practical  advice  than  to  commend 


95 

yourself  to  your  employer  by  diligent  application  and 
faithful  discharge  of  the  daily  duty,  and  to  render 
yourself  so  useful  that  he  cannot  well  spare  your 
services.  Succeeding  in  this,  you  hold  a  golden  key. 
There  are  general  rules  for  business  conduct,  and 
maxims  for  the  counting  room,  but  they  are  so  com- 
mon and  trite  as  to  make  little  impression,  except  in 
times  of  their  application.  It  is  an  error  to  suppose 
that  it  is  any  particular  branch  of  business  which 
offers  to  the  young  man  the  means  of  securing  a 
competency  or  affluence.  The  result  depends  more 
upon  himself  than  the  business  he  follows.  That 
which  yields  the  greatest  profits  is  also  attended  with 
the  greatest  risks.  It  is  a  good  rule  to  stick  to  the 
business  which  one  has  intelligently  undertaken,  and 
follow  it  even  through  discouragements.  There  are 
times  in  the  experience  of  almost  every  merchant, 
when  he  is  depressed  with  disappointments,  and  has 
only  faith  in  the  outcome  to  uphold  him.  Obstacles 
test  a  man's  character  and  capacity.  The  fog  bank 
which,  in  the  distance,  appears  impassable ,  causes 
but  little  detention  to  the  mariner  who  steadily  and 
cautiously  keeps  on  his  course.  I  have  in  my  mind 
two  of  the  rich  men  of  this  City,  who  would  have 
been  bankrupts,  one  on  the  second,  the  other  on  the 
third  year  after  commencing  business,  if  their  strong 
wills  and  faith  in  good  endeavors  had  not  sustained 
them.  Their  excellent  characters  secured  for  them 
good  commercial  credit,  and  proved  their  best  capital. 


96 

You  will  find  yourself  but  poorly  equipped  for  the 
conflicts  of  life,  if  unprovided  with  the  invisible 
armor  of  conscience  and  judgment,  and  principles  of 
moral  excellence.  Truth,  integrity,  and  justice,  are 
the  very  basis  of  individual  character,  without  which, 
all  gains  and  all  honors  are  of  little  real  worth. 

There  is  no  chart  for  reference,  delineating  the 
intricate  and  infinite  paths  of  human  intercourse, 
and  occasions  will  often  arise  when  conscience  is  to 
be  the  sole  arbiter,  and  when  the  power  of  mere 
intellect  can  offer  no  council,  nor  furnish  any  guide. 
He  who  glories  in  the  highest  erudition,  but  has 
made  no  corresponding  improvement  of  his  moral 
and  religious  faculties,  has  neglected  that  culture 
which  his  own  nature  and  the  wants  of  society 
demand.  No  educated  man  can  shape  his  conduct 
as  though  he  could  live  to  himself  alone,  regardless 
of  the  claims  of  society,  of  his  country,  and  of 
humanity.  Hume  writes  "  that  a  man  who  loves 
only  himself,  without  regard  to  friendship  and  desert, 
merits  the  severest  blame ;  and  a  man  who  is  only 
susceptible  of  friendship,  without  public  spirit,  or 
without  regard  to  the  community,  is  deficient  in  the 
most  material  part  of  virtue." 

As  wisdom  exalts  knowledge,  so  character  dignifies 
intellect.  You  cannot  overestimate  the  value  of 
good  character  and  reputation.  These  are  the 
development  of  self-discipline.  No  one  looks  to  the 
tree  that  is  never  pruned,  for  the  best  fruit. 


97 

Let  us  hope  that  the  education  which  each  one  of 
you,  my  young  friends,  will  continue  to  receive,  will 
embrace  that  self-culture  which  will  add  grace, 
symmetry,  dignity  and  power  to  your  character,  and 
develop  that  purity  of  inner  life  which  hallows  every 
earthly  experience,  and  that  perfect  manhood  which 
is  the  crown  of  existence. 


APPENDIX. 


13 


APPENDIX. 


The  Committee  on  Publication,  hoping  that  at  some  future  time  a  full 
and  elaborate  history  of  the  English  High  School  may  be  prepared,  with 
memorials  of  its  Masters,  and  of  many  pupils  who  have  distinguished 
themselves  in  various  positions  in  life,  have  decided  to  place  in  this 
Appendix  only  a  few  documents,  which  will  be  found  interesting  in 
immediate  connection  with  the  Oration,  Poem,  and  the  other  services  at 
the  Semi-Centennial  Festival. 


ACTION    OF    THE    SCHOOL    COMMITTEE. 

The  first  recorded  action  of  the  School  Committee  of  the  old  Town  of 
Boston,  in  connection  with  the  establishment  of  the  English  High  School, 
is  found  in  the  Resolutions  offered  by  Samuel  A.  Wells,  at  a  meeting  of 
the  Committee,  held  on  June  17,  1820. 

The  following  is  a  copy  of  the  document  printed  and  circulated  among 
the  citizens  of  Boston,  previous  to  the  Town  Meeting  held  in  Faneuil 
Hall,  on  January  15,  1821.  It  gives  an  account  of  the  action  of  the 
Committee  on  the  Resolutions  of  Mr.  Wells  :  — 


PROCEEDINGS     OF     THE     SCHOOL     COMMITTEE,     OF    THE    TOWN    OF 
BOSlON,  RESPECTING  AN  ENGLISH  CLASSICAL  SCHOOL. 

IN  SCHOOL  COMMITTEE,  JUNE  17,  1820. 

Voted :  That  such  of  the  resolutions  offered  by  S.  A.  Wells,  as  relate 
to  the  establishment  of  an  ENGLISH  CLASSICAL  SCHOOL  in  the  town  of 
Boston,  be  referred  to  a  Sub-Committee  of  five,  and  the  following  gentle- 
men were  chosen :  — 

Mr.  SAMUEL  A.  WELLS, 
Rev.  JOHN  PIERPONT, 
Rev.  NATHL.  L.  FROTHINGHAM, 
LEMUEL  SHAW,  and 
BENJAMIN  RUSSELL,  Esqrs. 


IO2 


At  a  meeting  of  the  School  Commiitee  on  the  26th  October,  the  above 
Committee  made  a  Keport  which  was  read :  it  was  then 

Voted:  That  it  is  expedient  to  establish  an  English  Classical  School, 
upon  the  plan  stated  in  the  report,  in  the  town  of  Boston,  and  that  the 
further  consideration  thereof  be  referred  to  an  adjourned  meeting,  and 
that  it  be  printed  for  the  use  of  the  members  of  the  Committee. 

At  a  meeting  of  the  School  Committee  on  the  9th  November,  1820,  the 
Report  of  the  Subcommittee  on  the  English  Classical  School,  having 
been  printed  for  the  use  of  the  Board,  was  read  and  considered  by  para- 
graphs, amended,  and  unanimously  accepted  as  follows  :  — 

The  Sub-Committee  to  whom  was  referred  the  resolutions  offered  to 
the  School  Committee  at  a  meeting  on  the  17th  June,  proposing  to  establish 
an  English  Classical  School  in  the  town  of  Boston,  having  taken  the 
subject  of  those  resolutions  into  consideration,  and  devoted  to  it  that 
attention  which  its  importance  demanded,  respectfully  ask  leave  to 


REPORT. 

Though  the  present  system  of  public  education,  and  the  munificence 
with  which  it  is  supported,  are  highly  beneficial  and  honorable  to  the 
town ;  yet,  in  the  opinion  of  the  Committee,  it  is  susceptible  of  a  greater 
degree  of  perfection  and  usefulness  without  materially  augmenting  the 
weight  of  the  public  burdens.  Till  recently  our  system  occupied  a  middle 
station :  it  neither  commenced  with  the  rudiments  of  education,  nor 
extended  to  the  higher  branches  of  knowledge.  This  system  was  sup- 
ported by  the  town  at  a  very  great  expense,  and  to  be  admitted  to  its 
advantages,  certain  preliminary  qualifications  were  required  at  individual 
cost,  which  had  the  effect  of  excluding  many  children  of  the  poor  and 
unfortunate  classes  of  the  community  from  the  benefits  of  a  public 
education.  The  town  saw  and  felt  this  inconsistency  in  the  plan,  and 
have  removed  the  defect  by  providing  schools,  in  which  the  children  of  the 
poor  can  be  fitted  for  admission  into  the  public  seminaries.* 

The  present  system,  in  the  opinion  of  the  Committee,  requires  still 
further  amendment,  The  studies  that  are  pursued  at  the  English 
Grammar  schools,  are  merely  elementary,  and  more  time  than  is  neces- 
sary is  devoted  to  their  acquisition.  A  scholar  is  admitted  at  seven,  and 
is  dismissed  at  fourteen  years  of  age ;  thus,  seven  years  are  expended  in 
the  acquisition  of  a  degree  of  knowledge,  which,  with  ordinary  diligence 
and  a  common  capacity,  may  be  easily  and  perfectly  acquired  in  five. 
If,  then,  a  boy  remain  the  Usual  term,  a  large  portion  of  the  time  will 
have  been  idly,  or  uselessly  expended,  as  he  may  have  learned  all  that  he 
has  been  taught  long  before  its  expiration.  This  loss  of  time  occurs  at 
that  interesting  and  critical  period  of  life,  when  the  habits  and  inclinations 

*  The  Primary  Schools  were  established  in  1818. 


103 

are  forming  by  which  the  future  character  will  bo  fixed  and  determined. 
This  evil,  therefore,  should  be  removed,  by  enlarging  the  present  system, 
not  merely  that  the  time  now  lost  may  be  saved,  but  that  those  early 
habits  of  industry  and  application  may  be  acquired,  which  are  so  essential 
in  leading  to  a  future  life  of  virtue  and  usefulness. 

Nor  are  these  the  only  existing  evils.  The  mode  of  education  now 
adopted,  and  the  branches  of  knowledge  that  are  taught  at  our  English 
Grammar  schools,  are  not  sufficiently  extensive,  nor  otherwise  calculated 
to  bring  the  powers  of  the  mind  into  operation,  nor  to  qualify  a  youth  to 
fill  usefully  and  respectably  many  of  those  stations,  both  public  and 
private,  in  which  he  may  be  placed.  A  parent,  who  wishes  to  give  a  child 
an  education  that  shall  fit  him  for  active  life,  and  shall  serve  as  a  founda- 
tion for  eminence  in  his  profession,  whether  Mercantile  or  Mechanical,  is 
under  the  necessity  of  giving  him  a  different  education  from  any  which 
our  public  schools  can  now  furnish.  Hence"  many  children  are  separated 
from  their  parents  and  sent  to  private  academies  in  this  vicinity,  to  acquire 
that  instruction,  which  cannot  be  obtained  at  the  public  seminaries.  Thus, 
many  parents,  who  contribute  largely  to  the  support  of  these  institutions, 
are  subjected  to  heavy  expense  for  the  same  object  in  other  towns. 

The  Committee,  for  these  and  many  other  weighty  considerations  that 
might  be  offered,  and  in  order  to  render  the  present  system  of  public 
education  more  nearly  perfect,  are  of  opinion,  that  an  additional  school  is 
required.  They,  therefore,  recommend  the  founding  of  a  seminary  to  be 
called  the  English  Classical  School,  and  submit  the  following  as  a 
general  outline  of  a  plan  for  its  organization,  and  of  the  course  of  studies 
to  be  pursued. 

1st.  That  the  term  of  time  for  pursuing  the  course  of  studies  proposed 
be  three  years. 

2dly.  That  the  School  be  divided  into  three  classes,  and  one  year  be 
assigned  to  the  studies  of  each  class. 

3dly.  That  the  age  of  admission  be  not  less  than  twelve  years. 

4thly.  That  the  School  be  for  boys  exclusively. 

5thly.  That  candidates  for  admission  be  proposed  on  a  given  day 
annually;  but  scholars,  with  suitable  qualifications,  may  be  admitted  at 
any  intermediate  time  to  an  advanced  standing. 

Gthly.  That  candidates  for  admission  shall  be  subject  to  a  strict  exam- 
ination, in  such  manner  as  the  School  Committee  may  direct,  to  ascertain 
their  qualifications  according  to  these  rules. 

7thly.  That  it  be  required  of  every  candidate  to  qualify  him  for 
admission,  that  he  be  well  acquainted  with  reading,  writing,  English 
grammar  in  all  its  branches,  and  arithmetic  as  far  as  simple  proportion. 

Sthly.  That  it  be  required  of  the  Masters  and  Ushers,  as  a  necessary 
qualification,  that  they  shall  have  been  regularly  educated  at  some 
University. 


104 

The  studies  of  the  first  class  to  be  as  follows :  — 

Composition ; 

Reading  from  the  most  approved  authors ; 

Exercises  in  criticism,  comprising  critical  analyses  of  the  language,  gram- 
mar, and  style  of  the  best  English  authors,  their  errors  and  beauties ; 
Declamation ; 
Geography; 
Arithmetic  continued ; 
Algebra. 

The  studies  of  the  2d  class  — 

Composition ; 

Reading ; 

Exercises  in  criticism ;       ^     Continued. 

Declamation; 

Algebra; 

Ancient  and  modern  history  and  chronology ; 

Logic ; 

Geometry; 

Plane  Trigonometry,  and  its  application  to  mensuration  of  heights  and 

distances ; 
Navigation ; 
Surveying ; 

Mensuration  of  superficies  and  solids ; 
Forensic  discussions. 

The  studies  of  the  3d  class  — 


Continued. 


Composition ; 

Exercises  in  criticism ; 

Declamation ; 

Mathematics ; 

Logic ; 

History,  particularly  that  of  the  United  States 

Natural  Philosophy  including  Astronomy ; 

Moral  and  Political  Philosophy. 

To  conduct  a  seminary  of  this  description,  the  Committee  are  of 
opinion,  that  one  principal  master,  one  sub-master,  and  two  ushers  will  be 
required ; 

The  Principal  at  a  salary  of  $1500  per  ann. 
Sub-Master,        -  1200   "      " 

Two  Ushers,   one  at  $700  7      ,  Onn 
one  at    600  5 

$4000 


I05 

This  sum,  in  the  opinion  of  the  Committee,  with  the  other  usual 
expenses  of  schools,  will  be  adequate  to  the  support  of  such  an  institution. 
No  additional  building  will  be  required ;  as  those  which  are  now  built,  and 
authorised  by  the  town  to  be  built,  will  be  sufficient.  The  Committee, 
therefore,  recommend  that  an  annual  appropriation  of  this  sum  be  obtained 
from  the  town,  and  that  a  further  sum  be  raised  either  by  private  subscrip- 
tion, or  from  public  munificence,  to  furnish  the  school  with  the  necessary 
instruments  and  philosophical  apparatus. 

The  Committee  are  further  of  opinion,  that  the  expense  which  would 
be  incurred  by  the  establishment  of  such  an  institution,  would  be  fully 
justified  by  its  great  and  manifold  advantages.  No  money  can  be  better 
expended  than  that  which  is  appropriated  to  the  support  of  public  schools. 
If  any  thing  will  preserve  tranquility  and  order  in  a  community,  per- 
petuate the  blessings  of  society  and  free  government,  and  promote  the 
happiness  and  prosperity  of  a  people,  it  must  be  the  general  diffusion  of 
knowledge.  These  salutary  effects,  the  Committee  conceive,  would  flow 
from  the  institution  of  this  seminary.  Its  establishment,  they  think, 
would  raise  the  literary  and  scientific  character  of  the  town,  would  incite 
our  youth  to  a  laudable  ambition  of  distinguishing  themselves  in  the 
pursuit  and  acquisition  of  knowledge,  and  would  give  strength  and 
stability  to  the  civil  and  religious  institutions  of  our  country. 

All  of  which  is  respectfully  submitted,  by  order  of  the  Committee. 
BOSTON,  October  26,  1820.  S.  A.  WELLS,  Chairman. 

Voted:  That  this  Report,  with  the  proceedings  thereon,  be  printed 
and  distributed  among  the  citizens  of  the  town,  and  that  the  plan  of  the 
School  therein  stated  be  recommended  by  this  Committee  to  the  people  for 
acceptance. 

Voted :  That  the  Selectmen  be  requested  to  carry  this  vote  into  effect, 
and  to  call  a  public  meeting  of  the  inhabitants  of  the  town  to  consider  and 
act  thereon  at  such  time  as  they  shall  deem  expedient. 

By  order  of  the  School  Committee, 

ELIPHALET  WILLIAMS,  Chairman. 


FANEUIL     HALL    MEETING, 
JANUARY  15,  1821. 

The  following  account  of  the  Faneuil  Hall  meeting  is  taken  from  the 
Columbian  Centinel  of  Jan.  17,  1821.  It  was  not  the  day  of  full  phono- 
graphic reports,  such  as  would  have  been  very  interesting  to  read  at  the 
present  time :  — 

"  A  Town  meeting  was  held  in  Faneuil  Hall  on  Monday,  [Jan.  15] 
Francis  J.  Oliver,  Esq.,  Moderator. 

The  proceedings  of  the  School  Committee,  respecting  the  addition  of 
an  English  Classical  School  to  the  town's  system  of  education,  were  read 


io6 


and  acted  upon.  They  were  explained  by  Mr.  Williams,  Chairman  of  the 
School  Committee,  and  Mr.  Wells,  of  the  Sub-Committee,  on  the  subject. 
The  motion  to  confirm  was  opposed  by  Mr.  Fuller  and  Mr.  Ticknor,  the 
latter  moving  that  they  be  recommitted  to  consider  and  report  on  an  entire 
system  of  instruction.  The  motion  to  recommit  was  negatived,  nearly 
unanimously.  The  motion  to  adopt  the  proceedings  was  supported  by  Mr. 
W.  Thurston,  Mr.  S.  L.  Knapp,  J.  T.  Austin,  Harrison  Gray  Otis,  and 
H.  Higginson.  Mr.  Clough  proposed  that  the  age  required  of  boys  to  be 
admitted  be  eleven  instead  of  twelve  years,  and  was  informed  that  the 
School  Committee,  in  the  execution  of  the  system,  would  consider  the 
suggestion. 

The  motion  to  confirm  the  proceedings  was  passed  in  a  full  meeting, 
with  only  three  dissentients. 

Mr.  Thurston  then  moved  the  following  vote  :  — 

Voted :  That  the  School  Committee,  from  year  to  year,  be  and  they 
are  hereby  instructed  and  authorized  to  revise  the  course  of  studies  pro- 
posed in  the  Report  this  day  made  and  accepted  for  the  new  School,  and 
to  adopt  such  measures  as  experience  shall  dictate  and  the  object  of  the 
establishment  require." 


PRESENT  COURSE  OF  INSTRUCTION. 

In  this  connection,  and  as  showing  how  little  change  has  been  made  in 
the  course  of  instruction  at  the  School,  we  publish  the  present  Curriculum 
of  studies :  — 

CLASS  3.  1.  Review  of  preparatory  studies,  using  the  text-books 
authorized  in  the  Grammar  Schools  of  the  city.  2.  Penmanship.  3. 
Reading.  4.  Declamation.  5.  Commercial  Arithmetic.  6.  Physical 
Geography.  7.  Sherwin's  Algebra.  8.  Drawing.  9.  Botany.  10.  Min- 
eralogy. 11.  French  Language.  12.  Composition.  13.  English  Litera- 
ture, including  History,  Antiquities,  etc.  14.  Military  Drill. 

CLASS.  2.  Penmanship,  Reading,  Declamation,  Commercial  Arith- 
metic, Sherwin's  Algebra,  Drawing,  French  Language,  Composition, 
Military  Drill,  continued;  also  English  Literature,  including  History, 
Antiquities,  and  a  course  of  reading  from  the  best  English  Authors.  15. 
Legendre's  Geometry.  16.  Book-Keeping.  17.  Rhetoric.  18.  Trigo- 
nometry, with  its  application  to  Surveying,  Mensuration,  etc. 

CLASS  1.  Penmanship,  Reading,  Declamation,  Commercial  Arithmetic, 
Drawing,  French  Language,  (French  conversation  and  composition,) 
Composition,  Military  Drill,  continued ;  English  Literature  is  also  con- 
tinued in  this  class,  including  History,  Philology,  Antiquities,  etc.,  and  the 
critical  study  of  some  standard  English  work.  19.  Navigation.  20. 
Natural  Philosophy.  21.  Moral  Philosophy.  22.  Physiology.  23.  Con- 


stitution  of  the  United  States.     24.  Astronomy,  with  the  practical  study 
of  the  stars,  and  the  explanation  and  use  of  instruments. 

The  probable  course  of  studies  for  the  pupils  who  remain  at  the  School 
the  fourth  year  will  be  Chemistry,  German,  Free  Hand- Drawing,  Mechan- 
ical Drawing,  Descriptive  Geometry,  Mental  Philosophy,  Mechanics,  and 
Spanish,  the  last  being  optional. 


LETTER  FROM  GEORGE  B.  EMERSON,  FIRST  HEAD  MASTER 
OF  THE  ENGLISH  HIGH  SCHOOL. 

The  readers  of  this  pamphlet  will  be  interested  in  Mr.  Emerson's 
account  of  his  introduction  to  the  office  of  Head  Master  of  the  School, 
kindly  furnished  in  response  to  a  request  of  the  Committee  on  Pub- 
lication :  — 

"  My  coming  to  take  charge  of  the  High  School  was  what  we,  somewhat 
profanely,  call  accidental.  I  came  to  make  an  experiment.  I  was  residing 
at  Cambridge,  as  tutor  in  Mathematics  and  Natural  Philosophy  with  that 
excellent  and  noble  man  Prof.  John  Farrar,  and  under  the  benign  influence 
of  President  Kirkland,  whom  I  saw  every  day.  I  had  been  teaching 
several  years,  the  two  previous  ones  at  Lancaster,  urging  boys  to  act 
by  the  old  motives  of  emulation  and  the  fear  of  pain.  Unable  to  use  my 
eyes,  except  by  daylight,  I  was  left  much,  at  Cambridge,  to  my  own 
thoughts,  regretting  that  I  could  not  occupy  my  leisure  in  reading.  If 
I  had  been  able  to  use  them,  I  should  probably  have  lost  the  most  valuable 
lessons  I  ever  received  ;  for  I  went  often  in  the  evening  to  see  Mr. 
Andrews  Norton,  whose  eyes  were  affected  like  my  own,  and  who  seemed 
always  glad  to  see  me.  His  conversation  was  the  most  instructive  I  had 
ever  or  have  ever  listened  to,  referring  always  to  conscience  guided  by 
the  spirit  of  the  New  Testament.  His  plain  statement,  that  the  words  of 
Paul,  *  in  honor  preferring  one  another,'  indicated  the  difference,  in  the 
matter  of  emulation,  between  the  Christian  and  the  heathen  morality, 
made  a  strong  impression  upon  me.  I  also  found  time  to  read  some  of 
the  old  English  authors  upon  the  art  of  teaching,  particularly  Roger 
Ascham.  Under  these  influences,  I  came  to  the  conclusion  that  my  former 
course  as  a  teacher  had  been  more  savage  and  heathenish  than  Christian, 
and  that,  if  I  should  have  another  opportunity  of  teaching  and  governing 
boys,  I  would  try  whether  they  could  not  be  managed  by  appealing  to  the 
highest  motives  by  which  human  beings  can  be  moved,  and  to  them 
alone. 

Just  as  I  had  come  to  this  conclusion,  I  saw,  in  the  Boston  Sentinel,  an 
advertisement,  that  any  one  who  wished  to  be  a  candidate  for  the  place  of 
Head  Master  in  the  English  Classical  School,  which  had  just  been 
established  by  a  vote  of  the  town  of  Boston,  and  would  soon  go  into 
operation,  might  apply  to  the  School  Committee.  I  at  once  said  to  myself, 
14 


io8 


*  Here  is  an  opportunity  to  try  the  experiment,  and  I  will  try  it.' 
Accordingly,  getting  recommendations  from  Pres.  Kirkland,  Prof.  Farrar, 
and  some  of  those  whose  sons  I  had  taught  at  Lancaster,  I  applied  and 
was  chosen.  Finding  that  S.  P.  Miles  would  succeed  me  at  College,  I 
had  no  difficulty  in  resigning  the  tutorship. 

On  the  Committee  upon  the  English  Classical  School,  at  that  time,  were 
Samuel  Adams  Wells,  who  had  first  suggested  it,  Lemuel  Shaw,  who 
afterwards  became  Chief  Justice,  Rev.  Charles  Lowell,  and  others.  I 
found  these  gentlemen  disposed  to  give  me  all  the  power  I  could  ask. 
They  had  chosen  me,  they  said,  to  take  charge  of  the  School,  and  I 
ought  to  be  competent  to  teach  and  govern  it  as  I  thought  best.  They 
said  that  one  object  in  view,  in  the  establishment  of  the  new  school,  was 
to  raise  the  standard  in  all  the  Grammar  Schools,  and  I  might  examine 
the  candidates  for  admission  as  severely  as  I  pleased.  Out  of  one  hundred 
and  thirty-five,  who  presented  themselves,  I  selected,  after  careful  exam- 
ination, seventy-five;  and  to  this  number  about  twenty-five  were  soon 
after  added.  I  thought  then,  and  I  believe  now,  that  they  were  really 
the  best  set  of  fellows  that  ever  came  together  for  a  new  school,  and  to 
their  excellence,  more  than  to  any  other  cause,  I  attribute  the  perfect 
success  of  my  experiment. 

When  these  boys  came  together,  on  the  first  day  of  the  term,  I  told 
them  that  I  was  going  to  try  an  experiment  with  them.  Though  all  the 
usual  power  was  given  to  me,  I  meant  never  to  strike  a  blow ;  never  to 
doubt  a  boy's  word  till  he  should  prove  himself  a  liar;  never  to  listen  to  a 
word  from  one  boy  against  another ;  that  I  intended  to  have  perfect  order, 
but  never  expected  to  make  a  rule,  the  infraction  of  which  would  be  so 
bad  as  the  meanness  of  betraying  that  feeling  of  honor  which  every  boy 
should  entertain  towards  all  his  fellows ;  that  I  should  treat  them  all 
as  gentlemen,  as  my  younger  brothers ;  that  I  should  never  urge  them 
to  try  to  surpass  each  other,  but  every  one  of  them  to  try  to  surpass 
himself,  to  be  a  better  scholar  and  a  tnler  gentleman  to-day  than  he  had 
been  yesterday.  Of  course  I  made  a  somewhat  long  address. 

It  was  those  fine  fellows  that  secured  my  complete  success ;  with  a  less 
noble  set  I  could  never  have  been  so  successful.  In  that  school  I  struck 
but  one  blow,  and  that  was  my  own  fault.  Hearing  a  noise  in  a  corner  of 
the  room,  while  I  was  engaged  with  a  class,  I  spoke  repeatedly,  asking  the 
boys  to  be  quiet.  Losing  my  patience,  I  said,  in  an  evil  spirit,  « If  I  find 
out  who  is  making  that  noise,  I  will  ferule  him.'  Unfortunately,  I  found 
him  out,  and  was  obliged  to  strike  a  blow.  How  gladly  would  I  have  cut 
off  my  finger,  if  I  could  thereby  have  kept  my  promise. 

I  never  for  a  moment  doubted  the  word  of  a  boy.  I  do  not  believe 
that  any  one  ever  told  me  what  was  false.  I  always  treated  them  like 
gentlemen ;  and  they  always  responded,  and  treated  me  like  a  gentleman, 
from  that  first  day  to  this ;  and  some  of  them  I  have  found  to  be  my  best 
friends  through  life. 

It  may  be  asked  why,  if  so  successful,  I  ever  left  my  charge  of 
the  High  School.  I  was  entirely  satisfied,  and  had  no  thought  of  leaving 


109 

it.  But  a  gentleman,  several  of  whose  sons  had  been  ray  pupils  at  Lan- 
caster, and  who  had,  ever  since,  been  my  friend,  came  and  urged  me  to 
take  charge  of  the  education  of  his  daughters.  I  told  him  I  had  been 
successful  beyond  my  highest  hopes,  in  the  trial  of  a  great  experiment  in 
the  management  of  boys,  and  that  I  was  more  than  satisfied  with  my 
situation.  He  returned,  again  and  again,  urging  many  weighty  reasons, 
and,  among  them,  one  which  had  more  force  than  all  the  rest,  but  which 
I  may  not  speak  of  here.  Finally,  I  told  him  that  there  was  a  man  at 
Cambridge  who  had  succeeded  me  at  Lancaster,  and  given  perfect  satis- 
faction, and  who  had  taken  my  place  in  Cambridge  and  more  than  made  it 
good.  If  I  could  persuade  him  to  apply  for  my  office  in  this  school,  I 
would  resign  it,  confident  that  the  school  would  be  a  gainer  by  the 
exchange.  So  I  went  out  to  Cambridge  and  laid  the  case  before  my  good 
friend,  Solomon  Pierson  Miles,  who  was,  without  difficulty,  persuaded  to 
make  application  for  the  place. 

I  have  stated  some  of  the  reasons  which  led  me  to  leave  the  High 
School.  I  argued  the  matter  with  myself  very  fully  and  conscientiously; 
and  I  know  that  the  leading  inducement  was  the  conviction  that  it  was 
a  higher  work  to  educate  or  to  endeavor  to  educate  young  women  to  be 
noble  Christian  wives  and  mothers  than  it  was  even  to  prepare  young  men 
to  be  good  husbands  and  fathers,  and  true  and  honest  men  and  citizens. 
The  moral  and  religious  character  of  a  child  depends  most  upon  that  of 
his  mother. 

It  was  a  continual  source  of  happiness  to  me  to  know  that  Mr.  Miles 
was  entirely  successful ;  and,  when  he  was  worn  out  by  excessive  labor 
and  care,  I  was  glad  to  persuade  him,  as  I  did,  to  come  and  take  my 
house  and  school-room,  on  Temple  Place,  and  open  a  school  for  young 
ladies.  In  this  also  he  was  perfectly  successful. 

And  whenever,  afterwards,  I  looked  back  to  the  High  School,  as  I 
often  did,  it  was  always  with  a  feeling  of  satisfaction  and  happiness  that 
I  knew  that  Mr.  Sherwin  was  carrying  on  the  school  on  principles  which 
were  after  my  own  heart,  and  with  an  uninterrupted  success  which  I 
believe  I  never  could  have  reached.  May  those  principles  never  be 
departed  from,  and  may  that  success  continue  uninterrupted." 


STATISTICAL    TABLE. 

The  following  statistical  table  will  be  interesting,  as  showing  the  rapid 
growth  of  the  school  in  later  years.  It  has  been  compiled  from  the 
Catalogues  and  other  historical  documents,  and  may  not  be  entirely  free 
from  error  in  the  account  of  the  early  years  of  the  school,  the  records  of 
which  were  not  so  fully  kept  as  at  present :  — 


no 


DATE 

OF 

ENTRANCE. 

VT3 

££ 
.S-2 

III 

51s 

a 

No.  of  Pupils  of  the 
same  class  who  grad- 
uated after  3  years 
course  of  study. 

Whole  No.  of  Pupils 
in  the  school  in  the 
month  of  February 
of  each  year. 

DATE 

OF 

ENTRANCE. 

No.  of  Pupils  in  the 
class  which  entered 
this  year. 

No.  of  Pupils  of  the 
same  class  who  grad- 
uated after  3  years 
course  of  study. 

Whole  No.  of  Pupils 
in  the  school  in  the 
month  of  February 
of  each  year. 

1821 

102 

7 

1847 

88 

37 

141 

1822 

65 

3 

1848 

95 

33 

156 

1823 

74 

11 

i  1849 
I84y  

89 

21 

183 

1824 

73 

13 

121 

1850 

91 

27 

193 

1825  

77 

10 

121 

1851  

72 

26 

195 

1826  

85 

18 

128 

1852  

90 

28 

176 

1827 

83 

17 

132 

1  1853 

90 

23 

170 

1828 

61 

g 

141 

1854 

76 

25 

159 

1829  

72 

12 

114 

1855  

84 

28 

162 

1830  

79 

14 

129 

1856  

64 

14 

152 

1831  

46 

18 

134 

1857...  . 

93 

29 

144 

1832  

61 

11 

111 

1858..  . 

85 

25 

160 

1833  

59 

14 

112 

1859..  . 

91 

29 

156 

1834  

64 

13 

128 

I860  .  .  . 

104 

35 

169 

1835  

74 

14 

125 

1861.. 

93 

16 

171 

1836  

49 

17 

131 

1862  

107 

24 

175 

1837  

61 

14 

115 

1863 

102  * 

30 

174 

1838  

51 

14 

115 

1864 

118 

38 

174 

1839  

61 

24 

104 

1865 

138 

41 

209 

1840  

58 

21 

105 

1866 

158 

44 

238 

1841  

83 

23 

120 

1867 

159 

61 

269 

1842  

85 

23 

150 

1868 

208 

285 

1843  

56 

18 

170 

1869 

193 

335 

1844  

83 

20 

149 

1870  

255 

357 

1845  

70 

20 

152 

1871. 

442 

1846  

73 

18 

143 

Ill 


ENGLISH     HIGH     SCHOOL-HOUSE. 

The  School  House  in  Pinckney  Street  was  dedicated  on  Nov.  2,  1824. 
In  1844,  the  new  School  House  in  Bedford  Street  was  occupied  by  the 
Latin  and  English  High  Schools.  The  roof  was  raised  and  a  story  added 
in  1863. 

In  1867,  the  school  was  so  increased  in  numbers  that  seventy  or  eighty 
pupils  were  accommodated  in  the  Ward  Eoom  on  Harrison  Avenue. 

In  1870,  the  surplus  of  pupils  were  sent  to  the  building  on  Mason 
Street,  lately  occupied  by  the  Girls'  High  and  Normal  School. 

A  new  and  commodious  School  House  will  probably  be  erected  at  an 
early  date. 


ENGLISH     HIGH     SCHOOL    ASSOCIATION. 

The  first  meeting  of  past  pupils  of  the  High  School  for  the  purpose  of 
forming  the  Association,  was  held  in  the  school-house,  Bedford  Street, 
August  15,  1853.  It  has  done  an  humble,  but  important  work,  through  its 
annual  meetings  and  the  contributions  of  its  members,  in  keeping  up  an 
interest  in  the  old  and  honored  school,  whose  good  fruit  can  be  witnessed  in 
the  adornment  of  the  frescoed  walls  of  the  upper  school-room  with  the 
portraits  of  the  head  masters  of  the  school,  and  works  of  art  illustrative  of 
school  studies ;  in  the  establishment  of  an  excellent  library,  now  number- 
ing about  800  volumes ;  in  the  successful  efforts  in  connection  with  the 
Sherwin  memorial ;  and  in  its  last  and  most  interesting  labor  of  love  in 
the  inauguration  of  the  Semi- Centennial  Festival.  The  whole  expenses 
of  the  Festival,  amounting  to  about  eight  hundred  dollars,  were  borne  by 
the  Association. 

The  first  officers  of  the  Association  were  as  follows  :  — 

President,  FRED.  U.  TRACT. 

Vice- President,  EDWIN  HOWLAND. 

Secretary  and  Treasurer,  FRANCIS  J.  PARKER. 

Standing  Committee.  —  ENOCH  A.  HOBART,  STEPHEN  G.  DEBLOIS, 
JAMES  A.  DUPEE,  EDWARD  M.  AMMIDOWN,  W.  W.  DAVENPORT,  J.  B. 
FENNO. 

Mr.  Sherwin  was  elected  Vice-President  in  1864,  and  each  following 
year  of  his  life. 

The  present  officers  are  :  — 

President,  THOMAS  GAFFIELD. 
Vice- President,  CHARLES  M,  CUMSTON. 
Secretary  and  Treasurer,  WM.  H.  MORIARTY. 

Standing  Committee.  —  GEORGE  O.  CARPENTER,  CURTIS  GUILD,  and 
THOMAS  L.  MANSON,  JR. 


112 


NOTE.  —  The  statement  made  in  several  books  and  reports  that  $2,500 
was  voted  for  philosophical  instruments  at  a  town  meeting,  June  30, 
1821,  is  an  error,  as  no  town  meeting  was  held  on  that  day. 

The  facts  are,  that  the  town  made,  as  usual,  an  appropriation  for 
school  purposes,  and  that,  at  a  meeting  of  the  School  Committee,  on  June 
30,  1821,  the  following  vote  was  passed :  — 

"  Voted :  That  the  sum  of  $2,500,  making  part  of  the  general  fund 
voted  by  the  Town  for  school  purposes  during  the  present  year,  be  appro- 
priated to  the  purchase  of  Philosophical  Instruments  for  the  use  of  the 
English  Classical  School." 


W1U_  BE  ASSESS.,,  FOR  FA.,U.;H.-PE-AUTY 

THIS   BOOK  ON    THE   °A^NTS  ON  THE  FOURTH 
WILL  INCREASE  TO  THE    SEVENTH 

OVERDUE. 


28 


21-100W-7/33 


•-' 


3G4275 


UNIVERSITY  OF  CAUFORNIA  LIBRARY 


